yl:english language

Developing your par t 2 A TIME TOGETHER

Belled out of bed into cheap
clothes stale from three days wear,

comprehension skills
washing the eyes from my sleep
with water, combing what hair
5 is left of my life, I flop
back on my unmade bed.

NATASHA THOMAS-FRANCIS Any comics to swap?

Contributor The childs brain is maturing and, therefore, he/she is more
ELLO! AS was promised last week, I will provide you with the capable of independent thought. Better to laugh instead
H answers to the prose comprehension exercise.
e) To whom does the word you in paragraph 2 refer? 10
of acting imprisoned
four- eight- three said. I listened.
a) What meaning is conveyed by the word acres in line 1? Months later they found him hung
You refers to parents/guardians. by blanket from these bars -
The term refers to the large space for privacy which teens require. this window which isnt -
f) What, according to the passage, is the preoccupation of (i) girls bleached face, blue lip, tongue
b) Identify two of the biggest of all changes in child-parent and (ii) boys? 15 black, big as a cricket ball.
relations, according to the writer. How human. After all
Girls tend to talk about their feelings and social life while boys are those nervous nights at theft
You could choose any two of the following: concerned with issues of power and masculinity. of valuables, he left
only embarrassment.

Children have adult concerns.

Children want their privacy. g) Why, according to the writer, are boys perplexed?
20 Prisoners were hesitant

Children no longer trust their
walking by his cell that week.
parents intentions. Boys are perplexed because they are physically stronger than their
Some asked me my opinion;
mothers yet they are dependent on them.
Id known him at Long Bay.
c) What does the phrase not locked in place mean?
Hardly my dominion
How well did you do in your responses to the questions?
25 really. Perhaps life may
This phrase means that the changes in teenagers are not have somehow been too much
permanent. Well, let us turn our attention to a poetry exercise. Re-read the by being not enough.
guidelines on responding to poetry, given in last weeks lesson, then
d) What, according to the passage, are causes of the shifts in apply them to the following poem: Difficult to say.
child-parent relations?
Apart from one handcuff,
30 one clinging crab-like claw
of a pair that held us for
ON PLATFORM 5* a time together, kin,
*Platform 5 - the place from which the train departs, and neither had kept in touch.
where people bid travellers goodbye
I watch you gripping your hands
*Platitudes - commonplace remarks Eric Mackenzie
That have grown into the familiar contours
1. The title of this poem contains
Of old age, waiting for the train
a) Briefly explain what the poem is about. A. A clich
To begin its terrifying journey
b) Why is the journey seen as terrifying? (line 4) B. A euphemism
Back to yourself, to your small house
c) What is the look (line 9) in the persons eyes? C. A pun
Where the daily habit of being alone
d) Why does the old person have to learn the daily habit of D. A hyperbole
Will have to be learnt all over again.
being alone ... all over again (lines 6-7)?
e) What does the word relief (line 15) suggest about the 2. The advice four-eight-three had given to his former cell-
Whatever you do with your lined face mate now seems
relatives attitude to the old persons visit?
Nothing disguises that look in your eyes. A. Ironic
f) What does the poet suggest by his use of ... duty letters
Between you and your family B. Sincere
(line 18)?
Words push like passengers until C. Artificial
g) Identify one simile and one metaphor in the poem and
Your daughter kisses you goodbye D. Ridiculous
then explain the use of each figure of speech.
Uttering those parting platitudes*
That spill about the closing of a door. 4. In lines 24 - 25 the speaker suggests that
Now read this poem too and respond to the multiple-choice
questions which follow. You will still need to follow the A. Four-eight-threes suicide is none of his business.
For them your visits over and relief B. Unlike the dead man he was not from Long Bay.
guidelines previously given.
Jerks in the hands half-lifted now to wave. C. He had not known the dead man very well.
Soon there will be far distances between D. He is unqualified to explain another mans motive.
and duty letters counting out your year.
A whistle blows. The station moves away. 5. The tone of this poem can be best described as
A magazine stays clenched upon your lap. We will look at the answers to both exercises in next weeks class. A. Conversational
And your white knuckles tighten round each fear. Blessings! B. Impassioned
C. Cynical
Natasha Thomas-Francis teaches at Glenmuir High School. Send questions and
Edward Storey D. Puzzled
comments to kerry-ann.hepburn@gleanerjm.com

12 YOUTHLINK MAGAZINE | FEBRUARY 26-MARCH 4, 2013

 yl:information technology

Control statements
NATALEE A. JOHNSON TRACE TABLE
continued
Contributor
A trace table is an important tool for testing the logics of a pseudocode for accuracy. A trace table is a
OOD DAY, students. This is lesson 23 in our series of IT lessons. In this weeks lesson, we will
G conclude looking at control statements and will also look at trace tables.
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
THE REPEAT - UNTIL LOOP should reflect the correct result.
Here is an example to illustrate the explanation that I had provided in the previous lesson on the repeat
loop. Let us look at an example of how a trace table is executed using Example 1 shown below.
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 The empirical formula of glucose is CH2O and is the whole number (ii) 3.40g calcium form 9.435g of the chloride
Contributor ratio of the elements in this compound. METHOD
To find the empirical formula from combustion or percentage Elements present Calcium (Ca) Chlorine (Cl)
REVIEW OF FACTS composition data, the number of moles must be found.

THE FORMULA of a compound shows how many atoms of each Mass of each element 3.40g 9.435-3.40 = 6.035g
element are present in a molecule or formula unit. Relative atomic mass 40 3 5.5
Note: Number of moles = Mass (g) Number of moles 3.40/40 6.035/35.5

The empirical formula is the simplest formula, which represents
Molar mass (g/mol) = 0.085 = 0.17
the composition of the compound.

The actual formula is called the molecular formula. It is generally Ratio of moles 0.085/0.085 0.17/0.085
a multiple of the empirical formula and is calculated from the molar Calculate the empirical formula of the compounds with the =1 =2
mass. following percentage composition. Empirical formula = CaCl2
PERCENTAGE COMPOSITION (i) 34.5% Fe, 65.5% Cl In determining molecular formula the empirical formula and/or the
1. Calculate the Mr for the compound eg. Ammonium phosphate
METHOD molar mass must be known. Calculate the molecular formula of the
(NH4)3PO4
Elements present Iron (Fe) Chlorine (Cl) hydrocarbon containing 85.7% carbon, given that the molar mass is
Mr = (14 + (4*1))*3 + 31 + (4*16) = 149 1 mole = 149g
Percentage by mass 34.5% 65.5% 56g/mol.
Mass of element in 100g Method 1: 85.7% C 14.3% H
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 of the compound 34.5g 65.5g Mass in 100g 85.7g 14.3g
Relative atomic mass 56 35.5 No. of moles 85.7/12 14.3/1
3. Calculate the % of each element = 7.14 = 14.3
Number of moles of element 34.5/56 65.5/35.5
N = (42/149)* 100 = 28.2% H = (12/149)*100 = 8.1% P = Ratio of elements 1 : 2
= 0.616 = 1.85
(31/149)*100 = 20.8% Empirical formula = CH2, Mr = (12+2 = 14g)
Ratio of moles 0.616/0.616 1.85/0.616
O = (64/149)*100 = 43.0% Molecular formula: (CH2)n = 56
=1 =3
14n = 56 therefore n = 4
EMPIRICAL AND MOLECULAR FORMULAE Empirical formula = FeCl2
Formula = (CH2)4 = C4H8
The formula of glucose is given as C6H12O6. This shows that the
compound glucose is made of 6 atoms of carbon, 12 atoms of 2. Calculate the empirical formula of the compounds formed in the Francine Taylor-Campbell teaches at Jamaica College. Send questions and
hydrogen and 6 atoms of oxygen. This is the molecular formula. following reactions. comments to kerry-ann.hepburn@gleanerjm.com

yl:english literature
child was sorry that she had to tell the truth as she saw how each

To Dah-duh in Memoriam 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
BERYL CLARKE prepares us for the coming conflict by telling us about her curiosity
Contributor that would later come into play when she questions the child! There is hope you noticed that it is her hand to which Dah-duh clings when
HE SHORT story that we are now going to explore To Dah-duh in an expression that says curiousity kills the cat, and it is that desire to they make the journey from the airport to their home in St Andrew. It is

T 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
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
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

14 YOUTHLINK MAGAZINE | FEBRUARY 26-MARCH 4, 2013

 yl:office administration
HYACINTH TUGMAN can be reordered in good time so as not

The purchasing
Contributor to stall the production process.
URCHASING IS simple buying

P anything from suppliers. However,

in any business organisation items
must be purchased in a systematic
RELATIONSHIP WITH OTHER
DEPARTMENTS
In order for the purchasing

department
manner for the smooth operation of the department to carry out its functions
business. In the department, one person effectively, it requires input from the
may be in charge of purchasing. other departments in the organisation.
The staff responsible for purchasing is The stock room must clearly monitor
to ensure that materials and equipment levels of stock so that the purchasing
are available immediately when required department can be given sufficient time
in the organisation. Purchases must to select the best supplier.
provide value for money and be within
budget. Purchases must be authorised The receiving department reports to
by the manager. the purchasing department about the
condition, quantity and the quality of the
RESPONSIBILITIES OF THE goods received. This information
PURCHASING DEPARTMENT enables the purchasing department to

Sourcing suppliers. The decide whether to continue ordering
purchasing manager will source the best from the supplier.
materials that will be of benefit to the
business. There will be a list of The accounting department checks the
frequently used suppliers. These accuracy of figures shown on invoices
suppliers are expected to provide quality and makes payment.
goods at competitive prices. Catalogues
and brochures are usually given to the
DUTIES OF A PURCHASING
purchasing department. A catalogue is a
CLERK
book containing a list of items, including
The following are the duties of a
pictures, that can be bought from a
purchasing clerk:
particular supplier. They may or may not

Receiving and checking
show the prices of the items listed, but
requisitions against stock issued and
more than often the prices are shown is
stock held
a separate list.

Filing of purchase records

Maintaining stock records

Negotiating. The purchasing

Maintaining database of suppliers
manager will negotiate with the suppliers

Recommending suppliers
to get the best price for goods and
prompt delivery. When a decision has
been made as to who is the supplier, an ACTIVITY
order is placed. The following should be Your supervisor has reacted to a
included on the order form. particular problem with a decision to
- Purchase order number send a letter to all 3,000 staff today, if
- Name and address of buyer possible, otherwise first thing tomorrow
- Name and address of supplier morning. You put in a requisition for
- Suppliers quotation 3,000 C5 envelopes to be delivered
- Full details of goods today. The storeroom clerk rings you to
- Delivery date say that they have no stock of C5
- Delivery address envelopes although the stock record (on
- Trade discount computer) shows that there should be
- Terms of payment 1,500 in store. He has contacted the
- Signature of person authorising the organisations usual supplier who says
order they can deliver tomorrow afternoon.

Placing contracts. A supplier must 1. What would you do?

provide goods or services at stated 2. Why might there be the discrepancy
times. A contract is a legally enforced, between the stock record and the
binding agreement between two or more actual stock?
parties. A contract involves an obligation 3. Which of your ideas do you think is
on the part of the contractors. This most likely?
contract may be expressed verbally or in
writing. This is all for today.
ANTHONY MINOTT/FREELANCE PHOTOGRAPHER

Maintaining suppliers records. Goal shooter Gizelle Allison from Unity Strikers scores over Dream Teams goal keep, Malaka Crooks. Hyacinth Tugman teaches at Glenmuir High
The purchasing department must Unity Strikers won that game 10-2. School. Send questions and comments to
monitor stock records so that supplies kerry-ann.hepburn@gleanerjm.com

YOUTHLINK MAGAZINE | FEBRUARY 26-MARCH 4, 2013 15

 yl:biology

Patterns of inheritance
MONACIA WILLIAMS CONTINUOUS VARIATION characteristic or does not have it. Examples are tongue rolling and the
Contributor attachment of the earlobe. Your earlobe is either attached to the side of
This is best described by providing you with examples of the
ELLO, STUDENTS, how are you all this week? I trust that your head or it isnt, and you can either roll your tongue or you cant,

H
feature. Examples of characteristics that show continuous variation in
everything is going well for you and that you are still keeping humans are height, foot size and weight. In continuous variation, there is no in-between/average.
up with your studies and SBAs. Remember that time waits for values for the characteristic tend to range from one extreme to the
no man and before you know it you will be sitting in the exam room other. For example, heights would increase gradually from short to tall FIGURE 1 TYPE OF EAR LOBE
using up your final chance. Make use of the time that you have now! with the heights of most individuals falling in the middle, that is, the
average.
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 Try this exercise in your class. Ask your classmates to roll their
horticulturalists because when it is used they can control the results tongues; that is, to bring up the two sides so that they meet in the
they will get from their crops. Take for example, cane farming which is middle! Write down the results, you can use them later.
done in most Caribbean islands. Have you ever thought about how
sugar cane is planted? Commercially, the stem of the cane is cut into See you next week!
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 DISCONTINUOUS VARIATION Monacia Williams teaches at Glenmuir High School. Send questions and comments
is an example of asexual reproduction in use and it guarantees that if to kerry-ann.hepburn@gleanerjm.com
In discontinuous variation, the individual either has the
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, PHOTO BY ERROL CROSBY
two types of variation have been described. These two types are known Sprint queen Merlene Ottey (centre) poses with Vere Technical athletes Olivia James (left) and Shericka Jackson during a welcome home
as continuous and discontinuous variation. reception at the Norman Manley International Airports VIP Lounge on Monday, February 18.

16 YOUTHLINK MAGAZINE | FEBRUARY 26-MARCH 4, 2013


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).
PROBLEMS WITH CHINESE IMMIGRATION
Planters complained that the Chinese were
unsuitable for estate labour and few, in fact, re-
indentured 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 five-
year 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.
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.
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.
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
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
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.
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.
yl:history
3. Immigration led to the expansion of social
services, for example, medical facilities and a large
police force.
1. FAMILY
CULTURAL EFFECTS
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.
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.
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
17
 yl:geography

Proper description of drainage

continued
MARJORIE HENRY
Contributor
HAVE BEEN sharing with you some 10 questions to help you focus on the details necessary for a proper
Idescription of drainage. I will conclude that discussion in this weeks lesson. A RIVER IN THE:
(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.

deposits of sand and mud in the channel

meandering of the river
(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.

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 (Source: Morphology and Landscape - Harry Robinson)
meanders. These are usually done in relation to the different stages of the river.
References:
SOME INDICATORS FOR THIS IN MAP READING ARE: CSEC New Integrated Geography - Sheldon G. Bleasdell et al

the thickness of the blue lines Geography for CSEC - Jeanette Ottley et al

the width of the valley Map reading for the Caribbean - John Macpherson

steepness of the slope Morphology and Landscape - Harry Robinson

the presence of a flood plain
Marjorie Henry is an independent contributor. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

18 YOUTHLINK MAGAZINE | FEBRUARY 26-MARCH 4, 2013


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.
CONSTITUTION
TERMS YOU SHOULD KNOW
- Emile Lahud
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.
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.
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.
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.
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.
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.
Citizens and good
governance
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.
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.
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. Free-
and- 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 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.
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.
YOUTHLINK MAGAZINE | FEBRUARY 26-MARCH 4, 2013
yl:social studies
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
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.
FOR YOUR INFORMATION
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.
SOURCES
Social Studies for CSEC: A Caribbean Examinations Council Study
Guide
ACTIVITIES
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
19

Questions on profile 1
YVONNE HARVEY
Contributor
I. WHATS happening in your part of the world? Well, some of
H
us are busy doing internal examinations and others are busy
trying to complete syllabi. Whatever our task, we are all busy.
Agree? Good.
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
(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.
(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.
20
yl:principles of business
continued
ANSWER the consumers demand and when the consumers demand changes,
they resources are moved to what is being demanded. This is an
An economic system or economy is a countrys or nations way of
advantage to the consumers.
allocating its scarce resources among alternative wants.
Another advantage is that competition tends to keep production
(C) GUIDING YOUR THOUGHTS efficient and prices low. This is, again, an advantage to the consumers.
There are many questions that economic systems seek to answer
but there are three main ones.
One disadvantage of the planned economy is that what the
governments planning committee thinks people need are not what they
ANSWER want and so the consumers are dissatisfied.
The three main questions that all economic systems answer,
regardless of the type, are: Also, there is a lack of variety for the people since mostly what is
What to produce? necessary is produced.
How to produce?
For whom to produce?
Keep in mind that there are other advantages and disadvantages that
can be mentioned.
(D) GUIDING YOUR THOUGHTS
It is usual for questions to be set requiring comparisons of two or I hope that you enjoyed the consideration of this weeks question.
more different things. The free market economy and the planned Remember to read your textbooks on the areas that are related to the
economy are completely different. As you study the economic
questions.
systems, do a comparison in your minds in preparation for questions
like this.
See you next week.
ANSWER Yvonne Harvey teaches at Glenmuir High School. Send questions and comments to
(i) In the free-market economy, the scarce productive resources are kerry-ann.hepburn@gleanerjm.com
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.
(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
Nigel Holness, managing director, CIBC FirstCaribbean
advantages and disadvantages, be sure to bring them out clearly,
indicating who the advantage or disadvantage affects. International Bank, presents Shernette McClarthy, a
student of St Hughs High School, with chocolates at the
banks Valentines Day Customer Appreciation event. The
ANSWER bank hosted its largest-ever Customer Appreciation Day
One advantage of the free market is that what is produced is what 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 21

 yl:mathematics

Exam questions
CLEMENT RADCLIFFE
Contributor
WILL, in this weeks lesson, present the solutions to questions similar to ones presented in the external

I 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

22 YOUTHLINK MAGAZINE | FEBRUARY 26-MARCH 4, 2013