yl:office administration
Dispatch and transport office
HYACINTH TUGMAN
Contributor
I STUDENTS, how are you this week? I hope you are more
focused than before, with SBA out of the way. In this week’s
lesson we will look at the dispatch and transport office.
H
The dispatch and transport office plays a very important role in the
manufacturing or production department. The major objective of this
office is to package and transport goods to their destinations in good
condition and on time.
KNOWLEDGE OF THE ROLE OF THIS OFFICE IS
IMPORTANT BECAUSE:
The department’s objectives must be met.
Those with direct responsibility for receiving, scrutinising,
selecting the required items, checking, packaging, dispatching and
transporting goods ordered must be alert to the level of competency
and efficiency required in order to complete the tasks successfully.
The accounting staff must make the correct entries in the
company’s books to facilitate reporting and decision making in the
organisation.
The sales and advertising staff need to be alerted to the impact of
their marketing strategies in the market place.
Managers and supervisors need to make decisions from time to
time with regard to transportation modes and its cost-effectiveness in
relation to organisational goals.
finished goods and, thereby, make decisions about the amount of raw
materials purchased.
Clerical and production workers need to be kept informed of
their input in sales and customer service generating business activities
for the firm.
FUNCTIONS OF THE DISPATCH AND TRANSPORT OFFICE
Once the dispatch and transport office receives notification
indicating that goods are to be prepared for dispatch to a customer, the
office’s main task is to deliver goods to that customer in good form.
1. To deliver goods to customers in good form involves a number of
processes. The first step is the preparation of goods before packaging.
The packer must:
scrutinise the order carefully
identify the items required
check the items required to ensure that they are in good
condition and that the styles, sizes, colours, types, models, etc are
correct
2. The second step is to package the goods. The packaging method
employed is dictated by the:
type of goods to be delivered
mode of transportation
distance
arrival at the destination
3. Before sealing packages it is necessary to include, where
applicable, instructional booklets, diagrams and sometimes an
invoice. The content should be finally checked by a supervisor.
The purchasing department needs to know the movement of
4. Labelling: Labels need to have bold letters. They must be placed
on the sides of the package to allow for ease in identification and
distribution.
5. Insuring goods: This is another major responsibly of the dispatch
and transport office. The type of insurance will normally be influenced
by the mode of delivery and the commodity to be delivered. Goods
dispatched overseas via air or sea require specific insurance
procedures.
6. Transporting goods: Large companies have a transportation
department to handle this aspect of their services. However, mediumsize and small companies tend to amalgamate their transportation and
dispatch offices with responsibility falling directly to the factory office.
Another major function of the dispatch and transport office is that of
liaising with other departments. Liaising with the sales department is
very important because orders for goods come into that department
before they are routed through the factory office to the dispatch and
transport section.
Liaising with the accounts department is also very important
because petty cash vouchers for petrol are usually needed for delivery
vehicles. Money is collected by the driver because of cash-on-delivery
arrangements. The department must also ensure that the transportation
system is very reliable. This means that if the company has its own
fleet of delivery vehicles, proper maintenance must be carried our
regularly.
This is all for this week. Have a productive one.
Hyacinth Tugman teaches at Glenmuir High School. Send questions and comments
to [email protected]
NORMAN GRINDLEY/CHIEF PHOTOGRAPHER
Calabar High School family celebrate at the school after their recent victory at Champs.
12
YOUTHLINK MAGAZINE | MARCH 26-APRIL1, 2013
yl:chemistry
FRANCINE TAYLOR-CAMPBELL
Contributor
REVIEW OF FACTS
CONCENTRATION IS expressed as the amount of solute in a
given volume of solution.
Concentration is expressed in units of moles of solute in 1dm3
of solution (mol/dm3).
Mass concentration is the mass of the solute in 1dm3 of solution
(g/dm3).
A standard solution is a solution, the concentration of which, in
mol/dm3, is known or can be calculated.
For example, calculate the mass of sodium carbonate needed to
make up 500cm3 of a 0.20M solution.
M (molarity) is the number of moles in 1dm3; that is mol/dm3.
Thus, 0.2M = 0.2mol in 1000cm3 (1dm3)
X mol == 500cm3
X = (500x0.2)/1000 = 0.1 mol
Mr of Na2CO3 = 106g, thus the mass of 0.1 mol = 106x0.1 = 10.6g
10.6g of Na2CO3 dissolved in 500cm3 has a concentration of 0.2M
ALTERNATIVE METHOD
What mass of NaOH is needed to make up 250cm3 of a 2M
solution?
2M = 2mol in 1000cm3 (1dm3)
Mr of NaOH = 40g then 2 mol == 80g
80g = 1000cm3
Xg = 250cm3
X = (250x80)/1000 = 20g of NaOH
CONCENTRATION CALCULATION
As stated earlier, concentration can be expressed in mol/dm3 and
g/dm3.
The mole
concept and
solutions
For example, what is the concentration of 20cm3 of sulphuric acid
containing 0.25 mol H2SO4?
0.25mol == 250cm3
x mol == 1000cm3 (1dm3)
x = (0.25x1000)/250 = 1 mol Concentration = 1 mol/dm3
Calculate the concentration in g/dm3 of the same solution?
Since, 0.25mol H2SO4 is present in 250cm3
Mr of H2SO4 = 98g mass of 0.25 mol = 98x0.25 = 24.5g
Thus, 24.5g === 250cm3
X g ==== 1000cm3
X = (1000x24.5)/250 = 98g Concentration = 98g/dm3
ALTERNATIVE METHOD
Since the Concentration = 1 mol/dm3
Concentration in g/dm3 = 1 mol/dm3 x Mr = 1 mol/dm3 x 98 g/mol =
98g/dm3
3
3
yl:geography
Q1. Find the concentration in g/dm and mol/dm of the following.
The real test of this topic comes in its application to titration
problems. Consider the following:
24cm3 of H2SO4 of concentration 5.20g/dm3 was titrated against
NaOH solution and required 25 cm3 of NaOH for complete
neutralisation. Calculate the concentration of the NaOH solution.
First, a balanced equation is needed to determine the mole ratio in
which the reactants combine.
2NaOH (aq) + H2SO4(aq) = Na2SO4(aq) + 2H2O(l)
2mol of NaOH react with 1 mol of H2SO4. Ratio is 2:1
Concentration of H2SO4 in mol/dm3 = (5.20g/dm3)/98g/mol =
0.053mol/dm3
Next, calculate the number of moles of H2SO4 in 24cm3
0.053mol H2SO4 == 1000cm3 (1dm3)
x mol == 24cm3
x == (24x0.053)/1000 = 0.00127mol
Since NaOH reacts with H2SO4 in the ratio 2:1
Then the number of moles of NaOH that would have reacted =
0.00127 x 2= 0.00254mol
0.00254mol NaOH is present in 25cm3
x mol === 1000cm3
x = (1000x0.00254)/25 = 0.102mol
Concentration = 0.102 mol/dm3
Concentration in g/dm3 = 0.102 mol/dm3 x Mr = 0.102 x 40 =
4.07g/dm3
Francine Taylor-Campbell teaches at Jamaica College. Send questions and
comments to [email protected]
single activity. As the river flows from its source to its mouth, it
changes the land by erosion, transportation and deposition. Let me
expand a bit on these phases or work of the river by sharing that as
it flows (i) it dissolves and erodes the land surface over which it runs.
(ii) it transports the matter it has dissolved and eroded away.
(iii) it deposits the material which it has carried in suspension
or rolled along.
Natural
systems
MARJORIE HENRY
Contributor
REETINGS, MY young readers! I hope you are well on your
way in your preparation for the external examinations which
commences in another few weeks. Use your syllabus to guide
you as you review the different topics. Also, ensure that all aspects of
the topic are done. I spent some time over the last few weeks sharing
with you on an area of map reading, namely description. I want to
move away from map reading to revise a few topics in the other
sections of the syllabus. This week I have selected a topic from
natural systems, that of river processes. Listed under the specific
objective 1.1, you should be able to describe these. I trust that by
now you understand the meaning of the key verb describe. Yes, you
must give a detailed account of river processes.
G
Solutions
(i) 30cm3 of a nitric acid solution containing 0.10mol HNO3
(ii) 200cm3 of a sodium hydroxide solution containing 40g of NaOH.
(iii) 40cm3 of an ammonium nitrate solution containing 16g of NH4NO3
(iv) 350cm3 of a sulphuric acid solution containing 0.185mol H2SO4.
The rivers are able to do their work because they possess energy.
The energy of a river depends essentially upon (a) its volume – the
amount of water present and (b) its velocity – the speed of flow of
the river. The amount of energy which a river has, therefore,
determines whether it can effectively erode its valley and transport
the material it is carrying, or whether it drops the material in the
form of deposition.
It has already been stated that as a river flows it carries with it
eroded materials. These comprise the river’s load and may be
divided into three distinct types:
(i) Materials in solution. These are minerals which are
dissolved in the water.
(ii) Materials in suspension. Sand, silt and mud which are
carried along suspended in the water as the stream flows.
(iii) The traction load. This includes coarser materials such as
pebbles, stones, rocks and boulders which are rolled along
the riverbed.
begins to wear away the surface over which it is flowing and with
which it is in contact. River erosion involves three distinct
processes: vertical downcutting, lateral erosion and headward
erosion. Vertical downcutting results in a narrow, deep channel and
valley. Lateral erosion results in widening of the channel and valley.
Headward erosion results in the river retreating upstream as rocks
are undercut.
In rivers, erosion and transportation go on simultaneously,
comprising the following interacting processes:
(i) Solution or corrosion – This is the chemical or solvent action
of water on soluble or partly soluble rocks with which the river
comes into contact. For example, calcium carbonate in limestone is
easily dissolved and removed in solution.
(ii) Hydraulic action or quarrying. This is the mechanical
loosening and sweeping away of materials by the river water itself.
Some of the water splashes against the riverbanks and surges into
cracks and crevices. This helps to disintegrate the rocks. The water
also undermines the softer rocks with which it comes into contact.
It picks up the loose fragments from the banks and bed and
transports them away.
References:
CSEC New Integrated Geography – Sheldon G. Bleasdell et al
General Geography in Diagrams – R. B. Bunnett
Certificate Physical and Human Geography – Goh Cheng Leong
Geography for CSEC – Jeanette Ottley et al
Morphology and Landscape – Harry Robinson
Rivers play an important role in shaping the physical landscape of
the earth and are seen as one of the greatest sculpturing agents at
work in humid regions. Rivers perform two very important physical
The load carried by a river is of great importance, for upon it
functions: (a) they get rid of the excess water on the land and (b) they largely depends its erosive power. Running water of itself has
work powerfully towards the wearing away of the land surface. In
relatively little erosive action. Its action is mainly confined to
regard to the latter function, the river goes through three phases in a dissolving matter but once it has become charged with debris, it
Marjorie Henry is an independent contributor. Send questions and comments
to [email protected]
YOUTHLINK MAGAZINE | MARCH 26-APRIL 1, 2013
13
yl:principles of business
Final question on profile 1
YVONNE HARVEY
Contributor
I, READERS. This week I will present the final
question and discussion of the question for
Profile 1. This question is based on contracts
and is from the section Legal Aspects of Business.
This area of the syllabus is quite interesting and
students normally gravitate towards and enjoy it.
So, revise your notes and read your textbook on the
topic, then settle down to answering the question
below. As usual, I have printed some guiding
thoughts and a possible answer to the question.
Enjoy.
H
(a) Differentiate between an agreement and a
contract. (4 marks)
(b) Compare three characteristics of a simple
contract and a specialty contract. (6 marks)
(c) Discuss three features of a valid contract.
(6 marks)
(d) (i) What is meant by ‘discharge of contract’?
(2 marks)
(ii) List two ways by which a contract can be
discharged. (2 marks)
Total marks: 20
(A) GUIDING YOUR THOUGHTS
In the law of contracts, an agreement and a
contract are not synonymous. Agreements are
normally made between family and friends.
Contracts are normally made between businesses.
ANSWER
An agreement is between two or more persons to
do or not do something and it is not legally binding
or enforceable by law. A contract, however, is an
agreement between two or more persons to do or
not do something which is legally binding or
enforceable by law. All contracts are agreements but
not all agreements are contracts.
contract does not have to be delivered nor
witnessed, but the specialty contract must be
delivered and may or may not be witnessed.
(II) GUIDING YOUR THOUGHTS
(C) GUIDING YOUR THOUGHTS
There are many features of a valid contract, but
there are three features that the valid contract must
have for it to be considered a contract.
Simple contracts and specialty contracts are two
different types of contracts. Each type has specific
features which identifies them.
ANSWER
Simple contracts:
May be oral, written or implied by the conduct
of the parties concerned, while specialty
contracts must be in writing.
Do not have to be signed by the parties
concerned, whereas the specialty contract must
be
signed by each party.
Do not have to be sealed; it is not required
that a raised impression (seal) be placed on the
contract if it is written. However, the specialty
contract must have a seal.
You can also use the point that the simple
We must consider what exactly is acceptable
under the law. To say that a contract is discharged is
that it no longer exists.
ANSWER
ANSWER
(B) GUIDING YOUR THOUGHTS
end or ceases to exist and so it can no longer be
enforced by law.
There must be an offer or bid and acceptance of
the offer. The offer is by one party and the
acceptance, which is in the affirmative, is by the
offeree in response to the offer.
A valid contract must also have consideration
that is something of value that passes between the
two parties and it must not be passed and it must be
on both sides.
A valid contract must be for something that is
legal, acceptable by law, so that it can be enforced
in the courts if necessary.
(D)(I) GUIDING YOUR THOUGHTS
Contracts are not in force indefinitely. There are
instances when they come to their end.
ANSWER
When a contract is discharged, it comes to its
There are a number of responses that can be
used for this part of the question. Remember that
you are only asked for two.
by the subject matter of the contract ceasing
to exist.
by mutual agreement that the contract be
discharged.
by both parties completing what they were
required to do for the contract.
by the passing of a certain agreed time.
by an event taking place that occurs and it was
agreed that if this event occurs it would cause the
contract to come to an end.
That’s it for now. Next week we will begin
questions on profile 2. Take care of yourselves.
Remember to do some serious revision of
everything. Bye for now.
Yvonne Harvey teaches at Glenmuir High School. Send
questions and comments to
[email protected]
Tashianna Willoughby (left) and
Camille Campbell of Excelsior
High School listen attentively to
Jacqueline Robotham, manager
of the University of the West
Indies, Mona campus and Papine
Jamaica National Building
Society (JNBS) branches, as she
introduces them to the benefits
of JNBS membership. They were
attending
the
National
Mathematics Expo held at the
University of the West Indies,
Mona campus, on March 6,
which
is
internationally
recognised as World Math Day.
14
YOUTHLINK MAGAZINE | MARCH 26-APRIL 1, 2013
yl:history
United States’ involvement in
Cuba, Puerto Rico and Panama
In 1901, the United States signed
the Hay-Pauncefote Treaty that released
her from the Clayton-Bulwar Treaty and
gave the United States the sole right to
build and control this canal.
DEBBION HYMAN
Contributor
OBJECTIVES
AT THE end of the lesson, you should
be able to:
1. Discuss reasons for United States’
intervention in the following territories:
a) Cuba (1898)
b) Puerto Rico (1898)
c) Panama (1904)
The United States agreed to pay
Colombia to construct a colony across
Panama. The payment was $10,000,000
as down payment and promised to pay
$250,000 annually for a Canal Zone of
10 kilometres. A subsequent change in
government would see the new
Colombian leaders demanding a higher
sum.
CUBA (1898)
In the 1890s, Cubans engaged in
armed struggle against Spain in order to
gain their independence. The United
States took an interest in the conflict as
she was shocked by reports of Spanish
excesses in crushing the revolt. The
United States government also took an
interest because of its substantial
investment in the island (estimated to be
over $50 million).
In 1898 the US military intervened
in the conflict after the sinking of the
ship the USS Maine in the Havana
harbour. Spain was easily defeated and
by the Treaty of Paris in December 1898,
the United States had assumed control
of Puerto Rico and the Philippines.
Cuba was granted independence
and became the Republic of Cuba.
During the period 1898 and 1902, Cuba
was governed by the US military. It was
placed directly under American control
by the terms of the Platt Amendment to
the Cuban constitution.
The Platt Amendment granted
Cuba complete control over its internal
affairs in matters such as sanitation and
health but it generally undermined
Cuban autonomy by stating, among
other things:
a. The United States had the right to
intervene in Cuba whenever it felt that
her “economic, military or human
interests” were threatened.
b. Cuba could not borrow money in
excess of what its normal revenue
could pay, and the approval of the
United States was needed before this
Kim Lee (left) head of channel marketing at LIME, congratulates and presents a winning package to
Monique Spencer, Class One Girls’ 100m champion from Edwin Allen High, during the ISSA Boys and
Girls’ Championships at the National Stadium on Friday, March 15.
could happen.
c. Cuba could not conclude treaties
with foreign powers without the
approval of the United States.
d. Cuba was obligated to lease or sell
the United States land necessary for
the establishment of coaling or naval
stations.
PUERTO RICO (1898)
Puerto Rico was ruled briefly by a
military governor; thereafter, the United
States Congress passed the Foraker Act
in 1900. This gave the island a civilian
government and a law-making body of
elected Puerto Ricans.
Final power of rule for Cuba rested
in the hands of the United States through
the Puerto Rican senate, made up of an
American governor and five ‘official’
members appointed by the American
government.
The judicial system was largely
influenced by the United States as
judges in the Puerto Rican Supreme
Court were appointed by the United
States. The Foraker Act placed
restrictions on Puerto Ricans’ entry into
the United States; they could not travel
freely to the US for they were not
American citizens.
The United States government
participated in many infrastructural and
health programmes in Puerto Rico, and
its efforts resulted in declines in the
incidences of malaria and yellow fever.
Additionally, work started on large-scale
harbour repairs, road-building schemes
and irrigation projects.
PANAMA (1904)
The United States was interested in
the construction or control of a waterway
through Central America since she now
had interests in the Pacific. Panama was
chosen to be the most ideal location. In
1850, the United States and Britain
signed the Clayton-Bulwar Treaty in
which both countries agreed to share the
construction of a canal. The plan was
abandoned due to high construction
costs and the plague of tropical diseases
such as malaria and yellow fever.
YOUTHLINK MAGAZINE | MARCH 26-APRIL 1, 2013
The United States realised that the
Colombian government encouraged the
Province of Panama to rebel against its
Colombian government and seek
independence. In 1903, Panama rebels
declared their independence and
President Theodore ‘Teddy’ Roosevelt
sent American troops to Panama to
prevent the Colombian forces from
crushing the revolt. As such, Panama
became an independent country. In
December 1903, the Panamanian
government granted the Americans the
control of the Canal Zone in perpetuity
for an annual rent. Construction of the
canal began in 1904 and was completed
in 1914.
The United States acquired
territories to protect the ‘gateway’ to the
Panama Canal to construct military
bases for its protection. It spent $25
million to purchase the Danish islands
of St John, St Croix and St Thomas.
Theodore Roosevelt boasted ‘I took
Panama’ after the US’ involvement in
Panama. President Woodrow Wilson
would apologised to Colombia for the
manner in which Panama was taken and
would later pay compensation of $25
million.
Debbion Hyman teaches at St Hugh’s High
School. Send questions and comments to
[email protected]
15
yl:english language
NATASHA THOMAS-FRANCIS
Contributor
N LAST week’s lesson, we started our discussion
on the persuasive (rhetoric) discourse. I left you
with a few excerpts from President Barack
Obama’s 2012 presidential acceptance speech.
Were you able to identify any persuasive techniques
or devices?
I
Persuade me!
part 2
Here are a few which could be found in the
extract:
EMOTIONAL APPEAL
President Obama makes references to the
experiences of one immigrant, the wayward
teenager on the troubled South Side, and the
furniture worker’s child who lacks the opportunities
for progression to weave the story of many
Americans who aspire for a common better future.
lesser ones. Others, however, start with the least
important reason and then lead up to the most
important one. Regardless of which strategy you
use, you must ensure that you introduce each point
within a topic sentence. The topic sentence
organises an entire paragraph and is usually found
at the beginning of the paragraph.
and reliable evidence, sound logical reasoning and
the writer’s firm belief in the position he/she holds.
So, when you write your essays, be confident in
your approach.
Let us now take a closer look at some of the
strategies you must use in your persuasive essays.
For example, his use of the personal and
possessive pronouns (‘we’, ‘you’ and ‘our’) gives the
audience the impression that he is close to them
and identifies with their challenges and triumphs.
STEP 3
GIVING REASONS
Summarise your argument in a concluding
paragraph by restating your position and the
supporting reasons for it.
REPETITION
Please note that a persuasive argument is
presented most effectively when it is based on valid
One of the major strategies in good arguments is
the giving of reasons to support a writer’s position,
stance or point of view. Reasons can be valid or
weak. In constructing your argument, therefore, it is
always vital that you assess the reasons you offer in
COMPARISONS AND CONTRASTS
In support of your argument, it is useful to draw
on evidence based on recognised sources, such as
research findings, personal experience or some
authority in the particular field of knowledge. It is
also helpful to use statistics from established
sources.
CONSIDER THE FOLLOWING EXAMPLES
Now let us move to the guidelines for the actual
argumentative piece which you will be required to
write.
Television brings images of the world to the
Caribbean. More precisely, it brings images of the
United States. Some 75 per cent of television
programming in the English-speaking Caribbean
originates outside the region, primarily in North
America.
Do you recall that I gave you a list of persuasive
techniques/strategies in last week’s lesson? Well,
please review these with your friends and ensure
that you understand how each strategy works.
In this example, the writer uses evidence of
research to support his argument.
The organisation of your argument is crucial.
Take a look at the following steps:
According to CXC Report 2012, only 46 per
cent of the Jamaican students who wrote the English
A Examination attained either grade 1, 2 or 3.
STEP 1
Begin by introducing the topic and making your
position clear in an introductory paragraph.
16
This is when you state what benefits are to be
obtained from something or the negative aspects of
something. For example, you can give the benefits
of choosing one subject over another or dissuade a
friend from taking harmful substances.
EVIDENCE BASED ON AUTHORITY
(STATISTICAL INFORMATION)
For example, “Thank you for believing all the
way, through every hill, through every valley”. This
metaphor refers to the strengths and weaknesses of
Obama’s campaign.
This section of your essay may consist of three to
four paragraphs. Develop each point in a separate
paragraph. It is most effective to present your
reasons in order of importance. Some writers begin
with the strongest reason and follow it with the
In putting your arguments together you must
present general statements (i.e. topic sentences)
with supporting evidence. See if you can write at
least one supporting point for the following general
statements/topic sentences:
Smoking marijuana will lead to death.
Carnival is a waste of time, money and effort.
When you compare you show the similarities
between things. When you contrast you show the
differences between them.
METAPHOR
STEP 2
GENERALISATION AND SUPPORTING
STATEMENTS
ADVANTAGES AND DISADVANTAGES
DIRECT PERSONAL APPEAL
One type of repetition is the anaphora. This is the
repetition of a word or phrase at the start of
successive clauses or sentences. An example is
Obama’s repetition of the phrase “but that’s not
what”. In this case, it is used as a stylistic device
which diverts the attention of the audience away
from the material attributes of their nation to the
values which America upholds.
support of your position. What reasons can you
give for the following statements?
Dishonesty and corruption are ills in our
society today.
Lack of education is the cause of many social
problems in our society.
There is a general breakdown in our education
system.
In this example, the source is authoritative.
In next week’s lesson we will continue our
discussion of this crucial topic. Until then, remain
Elon Parkinson, corporate communications manager at LIME, presents a brand new focused on the task at hand!
phone to Shardia Lawrence of St Jago High School for copping the top place in the Class
One Girls’ Triple Jump Open at the ISSA Boys and Girls’ Championships at the National
Stadium on Friday, March 15.
YOUTHLINK MAGAZINE | MARCH 26-APRIL 1, 2013
Natasha Thomas-Francis teaches at Glenmuir High School.
Send questions and comments to
[email protected]
yl:social studies
MAUREEN CAMPBELL
Contributor
MPLOYMENT MAY be defined as
an agreement involving an
employer and an employee. The
employee is expected to provide certain
services on the job and the employer
ensures that this is carried out in a
workplace. The aim is to facilitate the
achievement of the employer
organisation’s goals and mission. In
return the employee will receive
payment.
E
If an individual is unemployable, it
simply means that he/she is not able or
likely to get paid employment. This may
be because there is a lack of necessary
skills or the qualifications needed for the
position.
Underemployment occurs when an
individual is only working part-time even
though he/she is qualified for full-time
employment. The person, therefore, is
unable to make full use of his/her skills.
Self-employment is a situation in
which an individual works for
himself/herself instead of working for an
employer that pays a salary or a wage.
Unemployment is a situation where an
individual in an economy is looking for a
job but can’t find one.
Factors that influence employment,
unemployment and underemployment
TYPES OF UNEMPLOYMENT
Employment,
the way forward
If borrowing and spending all this money led
to more jobs then we would be at full
employment already.
- Paul Ryan
moves to a new city and needs to find
work.
CYCLICAL UNEMPLOYMENT
The term cyclical unemployment is
used to describe the unemployment that
is associated with business cycles
occurring in an economy. Cyclical
unemployment occurs mostly during
recessions, when demand for goods and
services in an economy falls. In many
cases companies respond by cutting
production and laying off workers rather
than by reducing wages and prices.
STRUCTURAL UNEMPLOYMENT
Structural unemployment occurs
because labour markets in most
countries have more workers than there
are jobs available and employees are not
willing for their wages to be cut in order
to bring the markets into equilibrium.
Structural unemployment may also
result when workers possess skills that
are not in high demand and they lack
skills that are in high demand.
SEASONAL UNEMPLOYMENT
Seasonal unemployment can be
thought of as a form of structural
unemployment; this may be so as the
skills of the seasonal employees are not
needed in certain labour markets for at
least some part of the year. (Such as in
the reaping of cane and in the tourist
industry.)
ADVANTAGES OF SELFEMPLOYMENT
Self-employment gives an
individual the freedom to do what he/she
loves.
Most of all, an individual is free to
choose with whom he/she wants to
work.
The self-employed will be able to
VOLUNTARY
DISADVANTAGES OF SELFEMPLOYMENT:
Work hours of the self-employed
may get consistently longer with
unpredictable income.
Relationship between selfemployed and the clients plays a big role
in the business. They can make or break
your business.
Self-employed doesn’t get paid
when on leave. He/She may have to work
hard to ensure the growth of the
business and sacrifice vacations/leaves.
He/She will have to pay for his/her
own health insurance.
This person will have to work to
build up the business’ reputation
because no one will know about it.
Self-employment brings with it
much responsibility than working under
another person; the individual will be
totally responsible for success and/or
failure.
Self-employment is risky, but it is a
very good choice for individuals who are
able and willing to withstand risk and
stress and are determined to achieve
what they want to accomplish, no matter
what comes in the way. Individuals
wanting to become self-employed must,
however, possess good entrepreneurial
skills or have someone working for them
with such a skill. No one should simply
get involved in this venture without
having the basic skills and knowledge of
its advantages and disadvantages.
At a very basic level, unemployment
can be broken down into voluntary
unemployment – unemployment due to
people willingly leaving previous jobs
and now looking for new ones.
INVOLUNTARY
This is unemployment which is due to
people getting laid off or fired from their
previous jobs and needing to find work
elsewhere.
FRICTIONAL UNEMPLOYMENT
Frictional unemployment occurs when
workers move from one job to another.
While some workers find new jobs
before they leave their old ones, many
workers leave or lose their jobs before
they have another job in mind. Frictional
unemployment may also occur when
students move into the workforce for the
first time, or even when an individual
make his/her own decisions about work
and no one will be able to question such
decisions.
There is no one to fire he/she who
is self-employed for that person has total
control over his/her career and job.
A self-employed person can take a
vacation when he/she choose as no
permission is required from anyone. It
just requires complete organisation so
that the work gets accomplished.
It boosts self-confidence and
brings about creativity and potential.
The self-employed can work
whenever he/she wants to and choose
his/her own workplace and conditions.
ACTIVITY
1. Differentiate between employment,
unemployment and underemployment.
2. In your country outline three
reasons for unemployment and suggest
what your government could do to solve
each issue.
Crowd shot of Calabar supporters at the National Stadium at the recent Boys and Girls’ Championships.
YOUTHLINK MAGAZINE | MARCH 26-APRIL 1, 2013
Maureen Campbell teaches at St Hugh’s High
School. Send questions and comments to
[email protected]
17
yl:english literature
DREAMING BLACK BOY
I wish my teacher’s eyes wouldn’t
go past me today. Wish he’d know
it’s okay to hug me when I kick
a goal. Wish I myself wouldn’t
hold back when an answer comes.
I’m no woodchopper now
like all ancestors.
I wish I could be educated
to the best of tune up, and earn
good money and not sink to lick
boots. I wish I go could go on every
crisscross way of the globe
and no persons or powers or
hotel keepers would make it a waste.
I wish life wouldn’t spend me out
opposing. Wish same way creation
would have me stand it would have
me stretch, and hold high, my voice
Paul Robeson’s, my inside eye
a sun. Nobody wants to say
hello to nasty answers.
I wish torch throwers of night
would burn lights for decent times.
Wish plotters in pyjamas would pray
for themselves. Wish people wouldn’t
talk as if I dropped from Mars.
I wish only boys were scared
behind bravados, for I could suffer.
I could suffer a big big lot.
I wish nobody would want to earn
the terrible burden I can suffer.
-James Berry
Dreaming
Black Boy
BERYL CLARKE
Contributor
MAGINE THAT you find yourself on the moon. Research and
hard work have made it possible for you, an ‘earthling’, to
live there and you have been a resident for the last five
years. Your job contract will end in another two years. By then,
your savings should be substantial for you are making money.
You go into a market and, as is customary, you are ignored.
You have to literally beg for the attention you need to buy food.
The situation is terrible but you bear it. After all, where else
could you find such a highly paid job? You comfort yourself
with the thought that soon you will be back home among your
own people and able to buy your dream house.
I
The poem Dreaming Black Boy by James Berry encourages
one to consider the feelings of an outsider. Just put yourself in
the above scenario and think of how you would react in such a
situation. The difference between this, however, and that of the
boy in the poem is that you would have been facing temporary
difficulties while he remains trapped.
Please read the poem now. Are you able to tell me what is
going on in this poem? If you cannot, then read again and
again, if necessary.
Fortunately for us we can easily understand the situation. It
starts out in the classroom, moves to the playing field and then
into the wider world. The basic idea shared here is of a boy
who is in a class of white students. He is black and is made
uncomfortable by the treatment he receives from his teacher,
obviously white too, who ignores him, never asking him to
answer a question. The student is fearful and has no selfesteem, so even when he knows the answer to a question he
does not respond. On the playing field there is no change in
the teacher’s attitude. The warmth and appreciation the boy
deserves does not come his way although he scores goals. It is
not surprising that he wonders whether the teacher
knows that he could give him a hug, and this
suggests that there is a gulf between the
races. His very painful situation is
compounded by the fact that he does
not see any escape for him. He
realises that even when he becomes
an adult, he will be restricted by
racism because of the colour of
his skin.
Let us
contemplate! This
week, as students you
probably daydream
or, perhaps, think
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YOUTHLINK MAGAZINE | MARCH 26-APRIL 1, 2013
about the car you will drive, the fashionable clothes you will
wear or the distinctions and honours you will earn, not about
acceptance, your ability to travel, rise socially nor to evade the
Ku Klux Klan. You face problems, of course, but not to the level
in which your potential is stifled as that of the persona in the
poem.
The first stanza sets the background; the second begins to
tell of the hopes that are outlined in the rest of the poem. What
does he wish for? Check the statements below and decide
which are true and which are false.
1. The boy would like to get the best education possible.
2. He wants to be able to get a job that pays well.
3. Cleaning shoes is the job that he wants.
4. He would like to be able to travel the world.
5. The persona would not like to waste his time sitting in a
hotel.
6. He wants to be able to achieve like Paul Robeson.
7. He wishes to receive civil answers when he speaks to
white people.
8. The boy wants those who attack black people to realise
that what they are doing is wrong.
9. Although he is from Mars, he does not wish others to
know.
10. He understands that adults are afraid too, even though
they pretend to be brave.
What do you think the following means?
I’m no woodchopper now like all ancestors.
and not sink to lick boots.
I wish life wouldn’t spend me out opposing
Wish same way creation would have me stand it would
have me stretch, and hold high, my voice Paul Robeson’s,
my inside eye a sun.
I wish nobody would want to earn the terrible burden I
can suffer.
Bery Clarke is an independent contributor. Send questions and
comments to [email protected]
yl:information technology
Introduction to
Pascal language
We are now going to look at how to code an ‘if’ statement, ‘for’ loop and ‘while’ loop using Turbo Pascal
1.5, but before we begin there are two key things I need to point out when coding in Pascal.
1. Naming variables
A variable must begin with a letter and then be followed by any digit, letter or the underscore character.
No character space is allowed when naming your variables. For example, you can have variables like: num1,
A1, Product_Calculation and so on rather than variables like: 6Num, _Grade and Average Calculation. In
addition, you cannot use the name of your program as a variable in the actual program. This will be treated
as a duplicate identifier (variable name).
2. Formatting real values
Pascal allows for real numbers to be formatted to a specified number of decimal places. Let say you were
adding a set of real numbers and then you were required to find the average of the real numbers and print
the average. Your program would look like this:
NATALEE A. JOHNSON
Contributor
OOD DAY, students. This is lesson 27 in our series of lessons. In this week’s lesson we will continue to
look at an introduction to the Pascal language.
G
Program CalculatingRealNumbers;
In the previous lesson, we started looking at the Pascal language. We will continue to do so by looking at
an example.
EXAMPLE 1
Write an algorithm to read three numbers and find the average of the numbers and output the average of
the numbers.
Pseudocode Version
Algorithm Average
This algorithm finds the average of three numbers.
Let’s say num1 = 9 and num2 = 4 and as such the average would be 2.25. Without specifying the
character spacing and decimal places the output would look like this:-
Start
Declare num1, num2 and num3 as integer
Declare Average as real
Read num1, num2, num3
Average < -- (num1 + num2 + num3)/3
On the other hand, the statement: - Write (‘The Average is’,Average:4:2) would look like this on the
screen.
IF STATEMENT
You were already introduced to the If statement when we looked at conditional statements used in
pseudocode. Just to remind you, an If statement is used to test a particular condition(s) where if the
condition is true, a statement is executed; else, if it is false, another statement is executed.
An example of an If statement in Pascal is shown below:
EXAMPLE 1
Average := (num1 + num2 + num3)/3;
Writeln(‘The average is:’, Average);
Write a program to read a number, find the square of the number and print the square of the number if is
greater than 100, else output THE SQUARE IS TOO SMALL.
PLEASE NOTE
All program statements and lines are terminated with a semicolon (;), except the ‘begin’ and ‘end’
keywords. Program statements preceding an end statement do not require a semicolon (optional).
When outputting text to the screen as opposed to pseudocode where double quotations are used, in
Pascal single quotations are used. For example: Writeln(‘I Love to Program’);
else
Writeln(‘THE SQUARE IS TOO SMALL’)
end.
We have come to the end of this lesson. 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 [email protected]
YOUTHLINK MAGAZINE | MARCH 26-APRIL 1, 2013
19
yl:biology
Patterns of inheritance
MONACIA WILLIAMS
Contributor
ELLO, STUDENTS, how are you all this week? I hope that by
now things have settled down, all your SBAs are out of the way
and that you can, therefore, focus on some more vigorous
studying. As you are perhaps realising, biology is not an easy subject
to conquer because it demands not just recollection of facts but the
understanding and interpretation of them also.
H
So, having said that, have you been reading and understanding
everything we have been doing since we started this topic? Do you
remember where we started? Did you say cell division? If you did,
then you are correct! Patterns in inheritance are indeed based on
meiotic cell division. If you are having difficulty understanding the
topics that we are going through now, go back to the beginning and
revise cell division.
This week, we will be looking at the inheritance of blood groups in
humans. There are four known blood groups: A, B, AB and O. The
gene that controls the blood groups has three alleles: these are
represented by, IA, IB and IO. This demonstrates a phenomenon that is
new to you; this phenomenon is co-dominance. Both allele IA and
allele IB are dominant, so when they appear together in the individual’s
genotype, the individual is neither blood group A nor blood group B
but a new blood group, blood group AB. Allele IO is recessive to both
IA and IB. This gives rise to some interesting genotypes.
LET US EXAMINE
Remember that a combination of two alleles is required to give the
genotype. Remember also that when the recessive is present, the
dominant allele is expressed. So if A appears in combination with O
then the individual will have blood group A. Let us put this information
in the form of a table.
The inheritance of these blood groups follows the Mendelian
monohybrid inheritance pattern. A point to note is that in years gone
by blood groups used to help in determining paternity cases, that is,
whether the named father of a child was the one who actually fathered
the child. Nowadays DNA is used!
I will do two genetic diagrams for you and these can be used as
working models for any other that you may be given to do. First, I will
do the cross for the homozygous dominant IAIA and the homozygous
dominant IBIB.
Notice anything? You should have realized that all the genotypes are
now the same due to the fact that the two alleles are co-dominant and,
hence, all the phenotypes would be the same! This means that any
offspring produced has a 100 per cent chance of having the AB blood
group.
Let us see what would have happened if the father was homozygous
dominant for blood group A and the mother was heterozygous.
Notice that the results for this cross show that all the phenotypes
are the same but all the genotypes are not. All of the offspring have
blood group A but 50 per cent are homozygous and 50 per cent are
heterozygous with respect to their phenotypes.
Daniel Samuels of Bethabara Primary & Junior High gives the thumbs up while collecting his prize of an Internet tablet
won in the monthly draw of the Honey Bun School Days Competition. Honey Bun’s marketing officer, Kemoi Burke, is
all smiles as he presents the prize.
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YOUTHLINK MAGAZINE | MARCH 26-APRIL 1, 2013
Using the skills you have acquired so far, can you predict the
genotypes and phenotypes of the offspring if the parents were both
heterozygotes? Of course you can! Did you say, phenotypes will be
three with blood group A and one with blood group O and the
genotypes will be, IAIA, IAIO and IOIO? If you did, I am so proud of
you because it means that you have grasped the concept! Now go
through your text and your past papers, find genetic questions and
practise!
Monacia Williams teaches at Glenmuir High. Send questions and comments to
[email protected]
yl:principles of accounts
Trial balance,
errors and
suspense account
ROXANNE WRIGHT
Contributor
ET ME hope that you are fully involved in the preparation activity as you get closer to your exam date.
I have worked a question and presented it below. Make good use of the information given which, I am
sure, will assist you in understanding the principles needed.
L
QUESTION
The following errors have been discovered in the ledger of R. Weir:
i. A motor delivery vehicle costing $40,000 has been bought on credit from Amax Motors. The
purchases account has been debited and Amax Motors’ account credited. [>1]
ii. A cheque for 41,000 received from P. Small has been debited in the cash book and also debited in P.
Small’s ledger account. [>2]
iii. Discount received from R. Sean amounting to $60, has been included in the discount column of the
cash book but has not been posted to Sean’s account. [>3]
iv. Goods valued at $2,000 less 25% trade discount have been sold on credit to N. Rhood. Correct
entries have been made in the sales day book (Sales Journal) but $1,400 has been posted to Rhood’s
ledger account [>4]
v. $800 spent by Weir on his personal expenses has been posted to the office expense account. [>5]
A suspense account has been opened. Prepare the entries in the journal of R. Weir, with suitable
narrations, to correct the above errors.
FACTS TO REMEMBER
The main objective of preparing a trial balance is to:
a. Ensure that the debits and credits have been entered correctly.
b. Check the accuracy of transactions or amounts written in the ledger.
c. List all the accounts that are in the ledger.
The different types of errors which will not be revealed by a trial balance are:
i. Errors of omission. This is the complete failure to record a transaction in the books so there is no debit
or credit entry.
ii. Reversal of entries. This is entries made on the wrong side of one account and vice versa.
iii. Errors of principle. Posting to a wrong type of account, for example repairs expenses wrongly debited
to a machinery asset account.
Three errors of book-keeping which could lead the trial balance to disagree are:
1. Errors of omission to post part of an entry. For example, making a debit entry and omitting to make the
corresponding credit.
2. Errors of commission. Debiting an account with a figure. For example, $59.60 and crediting the other
account with $59.80.
3. Errors in the additions of ledger accounts or any of the subsidiary journals.
To ensure that you keep on track with your study of principles of accounts, the next presentation will be
interpretation of final accounts. You cannot afford to miss next week’s presentation.
See you then.
Roxanne Wright teaches at Immaculate Academy. Send questions and comments to [email protected]
REASONING
SOLUTION
/
NORMAN GRINDLEY CHIEF PHOTOGRAPHER
Calabar High School family celebrates at the school on March 18 after their victory at
Champs.
YOUTHLINK MAGAZINE | MARCH 26-APRIL 1, 2013
21
yl:mathematics
Matrices
CLEMENT RADCLIFFE
Contributor
Please let us attempt the following together.
Given the matrices:
(2) Given that
Evaluate (a) P + Q (b) P - 2Q
Find (i) A+B (ii) A - C
AS PROMISED last week, we will proceed in this lesson to review
matrices.
REMINDERS
A matrix is a rectangle array of numbers.
The above is a 2 x 4 matrix, with 2 x 4 representing the order.
The order identifies the number of rows (horizontal) and
columns (vertical), respectively.
SOLUTION
SOLUTION
Other examples of matrices are as follows:
Please determine the respective orders of the following:
I do hope that your answers are:- (a) 2 x 2 (b) 2 x 1 (c) 1 x 3
2. Given that:
(ii) A + C cannot be evaluated as C is not a matrix.
An analysis of the types of problems set by CXC would suggest that
the following are the usual types set with respect to matrices.
Application of arithmetic operations to matrices
Use of matrices to solve simultaneous equations
Matrix transformation
Please continue to practise addition and subtraction of matrices.
Next week, we continue with multiplication of matrices.
Find the value of x and y.
In all these areas, the methods involved are relatively
straightforward. The students who take time to understand, study and
practise them, experience very little difficulty. The areas providing
most difficulty are:
Multiplication of matrices, especially 2 x 2 matrices
Determining the Inverse of a matrix
Matrix transformation
Please spend adequate time to ensure that you are comfortable with
them.
We will now review application of arithmetic operations to matrices.
MATRIX ADDITION
Clement Radcliffe is an independent contributor. Send questions and comments to
[email protected]
SOLUTION
Equating corresponding values:
4 + y = 3 y = -1
x - 3 = -1 x = 2
Answer: y = -1 and x = 2
Only matrices of the same order may be added or subtracted.
Corresponding elements are added or subtracted.
Example:
I do hope you have noticed that corresponding values are the same
in equal matrices.
Please attempt the following examples.
Find (a) A + B
(b) B - A
(c) A + C
EXAMPLE
SOLUTION
SOLUTION
(b) A + C These cannot be added as the orders are different.
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YOUTHLINK MAGAZINE | MARCH 26-APRIL1, 2013
WINSTON SILL/FREELANCE PHOTOGRAPHER
Sukeenam McLean of Excelsior High School diligently
completes her assigned tasks at the Learning Institute of
Central Kingston (LICK), 74 Tower Street, Kingston. LICK
was refurbished and sponsored by the GraceKennedy
Foundation.