yl:biology
Patterns of inheritance
continued
MONACIA WILLIAMS
Contributor
ELLO THERE, students. How are you this week? I hope things
are continuing to go well for you and that all of your studies are
going according to plan. This week, we are going on to the next
stage in our lessons and we will begin by looking at some definitions.
In order to do this topic well, we must know the language and we can
only do so by learning the words and studying their meanings. Let us
look at some of these words:
H
HETEROZYGOUS
This state occurs when the two alleles on the pair of homologous
chromosomes are not the same.
DOMINANT
This is the gene that is expressed in the phenotype, whether the
organism is homozygous or heterozygous for the gene. The individual
is said to be either homozygous dominant or heterozygous for the
particular characteristic.
GENE
A length of DNA which codes for a particular protein.
RECESSIVE
make the connection and work it out for yourself? You did!
Congratulations! Let us work it out for those who do not yet see.
Remember the words, homozygous dominant, heterozygous and
homozygous recessive? Well, let us see what we can do using the
knowledge that we have.
Freckles is a dominant characteristic so the genotype will be either
homozygous dominant, in which case it will be FF, or heterozygous, in
which case it will be Ff. What will be the genotype of the person with
no freckles? Did you say ff? If you did then you are correct,
congratulations, you are on your way to mastering genetics! Let us
extend our table to include the genotypes.
This is the gene which is only expressed in the phenotype of the
organism when it is in the homozygous state. The individual is said to
be homozygous recessive for that gene.
ALLELE
One of a pair of genes which codes for the same characteristic and
is found on one member of a pair of homologous chromosomes.
Another allele coding for the same characteristic would be found on
the other homologous chromosome.
Next week, we will look at how some of these characteristics are
inherited. See you then!
HOMOLOGOUS
Chromosomes which carry genes for the same characteristic at the
same position (loci).
Monacia Williams teaches at Glenmuir High School. Send questions and comments
to [email protected]
Two pairs of Homologous Chromosomes
Do you remember that when we looked at the whole question of cell
division we learnt that humans had 46 chromosomes which were, in
fact, arranged in 23 pairs? Do you also remember that one member of
each pair was from the mother (maternal) and one from the father
(paternal)? These,the maternal and the paternal form the homologous
chromosomes. There are certain characteristics in humans that show
dominance. The following table gives some examples:
GENOTYPE
The set of genes that an organism has.
PHENOTYPE
The result of the effect of the environment on the organism’s
genotype.
HOMOZYGOUS
This state occurs when the two alleles on the pair of homologous
chromosomes are the same.
12
Now look at the table and look at the second diagram. Let us see if
we can work out the genotypes for these characteristics. In working
these out, we need to assign a name to the allele and we do this by
using the first letter of the characteristic e.g. freckles, the letter F, dark
hair, letter H, tongue rollers, letter T. Remember that there are two
alleles for every characteristic and the genotype for the characteristic
governed by the allele can be anyone of three combinations! Did you
YOUTHLINK MAGAZINE | MARCH 5-11, 2013
IAN ALLEN/PHOTOGRAPHER
A Jamaica College student is a picture of contemplation at
the school’s crusade on February 19.
yl:principles of accounts
SOLUTION
Theory of
double entry
a. (i.) Working Capital = Current Assets - Current Liabilities
ROXANNE WRIGHT
Contributor
ELOW IS a worked example of a question. Pay keen attention to the principles used and try to retain
as much as possible so they will be of help to you later.
B
QUESTION
The following balances were taken from the books of A. Russell on January 31, 2012.
b. Two reasons the bank balance is small:
1. Payment has been made to creditors.
2. Sales are made on credit rather than cash.
FACTS TO REMEMBER
Two examples of problems that a business may have if there is not enough working capital:
a. Business will not be able to take advantage of valuable discounts since creditors may not be paid on time.
b. There is always the likelihood of the business not being in a position to take advantage of profitable
business opportunities during this period.
Two ways a sole trader can increase the working capital:
i. Bring in additional capital in the form of cash. On one hand, this will increase the capital and on the
other hand liquid asset – cash will also increase, resulting in the increase of working capital.
ii. By taking a long-term loan from the bank. This will result in the flow of cash into the business thus
resulting in an increase in working capital.
To ensure that you keep on track with your study of principles of accounts, the next presentation will be
partnership accounts. You cannot afford to miss next week’s presentation. See you then.
You are required to calculate, showing your workings:
a.(i.) Russell’s working capital as at January 31, 2012.
(ii.) State by how much the working capital will increase or decrease or if there will be no charge. [>1]
Roxanne Wright teaches at Immaculate Academy. Send your questions and comments to [email protected]
1. A new delivery van was bought on credit for $12,000.
2. A new delivery van was bought by cheque for $11,400.
3. New stock was bought on credit for $4,500.
4. An additional long-term loan of $6,000 was received from the bank and credited to the current
account at the bank.
b. The net profit for the year is $38,640. Suggest two reasons the bank balance is small.
(Assume there has been no fraud.)
REASONING
/
WINSTON SILL FREELANCE PHOTOGRAPHER
Beauties April Jackson (left) and Yendi Phillipps flash perfect smiles for the Jamaica Village
launch.
YOUTHLINK MAGAZINE | MARCH 5-11, 2013
13
yl:chemistry
FRANCINE TAYLOR-CAMPBELL
Contributor
SYLLABUS REQUIREMENTS
APPLY THE mole concept to equations.
Write balanced equations including state symbols to represent
chemical reactions.
Perform calculations involving the mole.
BASIC FACTS
To perform calculations based on chemical reactions, an
equation must first be written and then balanced so that the mole
concept can be applied.
CALCULATIONS BASED ON EQUATIONS
Eg. the reaction ( Pb = 207 C = 12 O = 16 H = 1 N = 14 )
PbCO3(s) + 2HNO3 (aq) = Pb(NO3)2 (aq) + H2O(1) + CO2(g)
1 mole 2 moles 1 mole
1 mole 1 mole
267g
2*63g
331g
18g
44g = 24 dm3 at RTP
The mole and
chemical equations
ANSWER
0.5 moles HNO3 are contained in 250 cm3 solution
3. How many grams of lead nitrate could be obtained from 53.4g of
lead carbonate reacting with an excess of acid?
ANSWER
NOW ATTEMPT THIS QUESTION
267g PbCO3 = 331g Pb(NO3)2
53.4 PbCO3 = (331*53.4)/267 = 66.2g Pb(NO3)2
QUESTIONS
NOTE
1. How many moles of nitric acid are needed to obtain 0.5 moles of
lead nitrate? What volume of carbon dioxide is obtained in the same
experiment (at RTP)?
In Q3, the limiting reagent is lead carbonate; all of it reacts. In
preparing lead nitrate in the laboratory, an excess of lead carbonate is
used and hence the limiting reagent is nitric acid.
ANSWER
4. 30g PbCO3 were reacted with 100 cm3 of 2 mol/dm3 HNO3. When
the reaction was complete, what mass of PbCO3 remained unreacted?
2 moles HNO3 = 1 mole Pb(NO3)2
1 mole HNO3 = 0.5 mol Pb(NO3)2
ANSWER
2 moles HNO3 = 24 dm3 CO2 at RTP
1 mole HNO3 = 12 dm3 CO2 at RTP
2. If the nitric acid contains 2 moles in one dm3 (2 mol/dm3 ), what
volume of nitric acid (in cm3) would be needed in Q1?
ANSWER
2 moles HNO3 are contained in 1000 cm3 solution
BERYL CLARKE
To Dah-duh
M
in Memoriam
yl:english literature
Contributor
14
a.5.6g of iron.
b. 15.2g FeSO4 .
c. 2.4 dm3 of hydrogen.
d. 27.8g FeSO4 .7H2O crystals.
e. 200 cm3 of H2SO4.
5. What volume of CO2 ( at RTP ) is produced in the experiment in
Q4?
AKE SURE those lights are
brightening your study area for
the right reason, please.
- Borrowed
6. Iron sulphate was prepared by reacting an excess of iron with
100cm3 of 1 mol/dm3 sulphuric acid. ( Fe = 56 S = 32 H = 1 O = 16 )
Equation Fe(s) + H2SO4 (aq) = FeSO4 (aq)+ H2(g)
a. What mass of iron reacted?
b. What mass of FeSO4 could be produced?
c. What volume of hydrogen at RTP would be obtained?
d. When crystalline FeSO4 .7H2O is obtained, what mass of this
could be obtained?
e. What volume of 1 mol/dm3 H2SO4 would react to produce 4.8 dm3
H2 at RTP?
ANSWERS
From the equation 267g PbCO3 react with 2 moles HNO3
267g PbCO3 react with 1 dm3 of 2mol/dm3 HNO3
ie, 267g PbCO3 react with 1000 cm3 HNO3
26.7g will react with 100 cm3 HNO3
Excess PbCO3 = 30 - 26.7 = 3.3g
Final exams
really brighten a
home. The closer
they are, the later
the lights are on.
267g PbCO3 = 24 dm3 CO2 at RTP
26.7g PbCO3 = 2.4 dm3 CO2 at RTP.
You should have known that this week
we would have returned to our
discussion of Paule Marshall’s short
story, To Dah-duh in Memoriam. Last
time we considered the relationship
between the grandmother and
granddaughter with the emphasis on the
struggle between them. We learnt that
the child, though young and small, was
not afraid but stood her ground in the
interaction with Dah-duh. We were also
made aware of the fact that as the
differences between Barbados and New
York emerged, and the grandmother was
forced to acknowledge that her country
was not better than the city in which her
granddaughter lived, she became
physically weaker.
Let us now address the attitude of the
grown woman to that encounter she had
Francine Taylor-Campbell teaches at Jamaica College. Send questions and
comments to [email protected]
had as a child. One of the first questions
that we should ask ourselves is the
narrator’s reason for dedicating this
story or making it a tribute to her
grandmother. Do you think that this is
done out of anger or bitterness? We have
no reason to draw such a conclusion.
We know that when Dah-duh found out
that the Empire State Building was taller
than Bissex Hill, the highest hill that she
had known, ‘All the fight went out of her’.
It was on the following morning that the
narrator observed that ‘She appeared
thinner and suddenly indescribably old’.
Did you note that it is then that the
child exhibits closeness, even a
fondness for her aged relative when she
calls her My Dah-duh. The day before,
when the fight had gone out of her
grandma, she had felt victorious and yet
sad. There was an element of regret that
she had defeated her even though she
had wanted this to happen. At this point
Dah-duh did not look like the monarch
of the family, as she had appeared at the
beginning, but was confused and
YOUTHLINK MAGAZINE | MARCH 5-11, 2013
lethargic. The child spent the morning
entertaining her but realised that she
was not the same as before. Later, as an
adult, she is able to understand what
had happened. As she puts it...“Some
huge, monolithic shape had imposed
itself, it seemed, between her and the
land, obstructing her vision.”
What do you think this massive thing
was that had made it difficult for her to
see the land as she had done in the
past? What new, huge shape had taken
over her consciousness to the point that
it blotted out what had been so very
monumental to her? The only new
information that she had had was from
her granddaughter who had introduced
her to an alien way of life. This new
knowledge was so strange, so
unbelievable that she could not
understand it. Her breakdown hurt her
granddaughter and made her feel guilty.
Until she had left for home she was her
CONTINUED ON NEXT PAGE
yl:office administration
Multiple-choice questions
HYACINTH TUGMAN
for someone who is travelling for work?
(a) details of where he or she is travelling to
(b) what the traveller’s preferences are
(c) the itinerary for meeting
(d) dates of travel
Contributor
I, STUDENTS. Let us give thanks for life and
for another week. I hope that you are studying
really hard as time seems to slipping by
quickly. Without a doubt you should have, by now,
handed in your final SBA to your teachers.
H
9. Which of the following is the least
essential when visiting an overseas
country?
(a) visa
(b) passport
(c) driver’s licence
(d) entry permit
This week I am going to be looking at some
questions. Try to answer them on your own and, if
you are in any doubt, check with your teacher or
consult your textbook.
10. An itinerary is best described as:
(a) a travel agent’s schedule
(b) a list of current transport rates
(c) a list of all bookings
(d) a list of all travel and meeting arrangements
1. Draw an organisation chart of your
school.
(5 marks)
2. Listed below are some office
careers. For each, list the skills that
each requires:
(a) Telephone operator
(b) Data entry clerk
(c ) Administrative assistant
(d) Records management clerk
(e) Human resources clerk (5 marks)
3. (a) Give two disadvantages of the
cellular office.
(2 marks)
(b) List two advantages of the openplan office.
(2 marks)
4. (a) Write a memo to your grade supervisor
seeking permission to hold a end-of-term social.
(10 marks)
(b) Most business letters have a printed letterhead. Design a printed letterhead for your school.
Remember to include the school’s crest.
(10 marks)
5. (a) What is the risk to a business if telephone
calls are not answered promptly? (2 marks)
(b) If you are accidentally cut off in the middle of
a conversation, what would you do? (2 marks)
MULTIPLE CHOICE
yl:english literature
1. Correspondence is usually filed in:
JIS PHOTO
Culture Minister Lisa Hanna (left), Chairman of Reggae Sumfest, Robert Russell, and
director of the Institute of Caribbean Studies/Reggae Studies Unit, University of the
West Indies, Dr Donna Hope at the kick-off on February 14, of the three-day
international reggae conference held at the UWI Mona campus in Kingston.
(a) alphabetical order
(c) chronological order
(b) subject order
(d) numerical order
2. Guide cards are used to:
(a) indicate files that have been borrowed
(b) separate files
(c) list the files in the drawer
(d) show different types of files
3. Centralised filing means:
(a) more security for files
(b) faster access to files
(c) specialised filing clerk
(d) less security for files
4. A receptionist’s register:
(a) shows who have arrived without an
appointment
(b) is used to record visitors
(c) shows all employees registered for work
(d) records all documents received
Until she had left for home she was her grandmother’s
companion on the shortened, almost silent walks. Dah-duh
could not even muster enough strength to go with her daughter
and her family to the airport when they were leaving.
Please, take notice, though, that she reminded the girl to send
her a picture of the Empire State Building as she had promised,
as if she was still hoping that it was not higher than Bissex.
Dah-duh died before the picture could get to her. The actual
arrival of technology/modern ways in the shape of British war
planes proved too much for her. It must have shown her that the
girl had not been lying and since she had already withdrawn
from life, it did not take much more for her to die.
5. When an unexpected visitor arrives, the
receptionist should:
(a) ask the person to return another day
(b) ask the visitor to make an appointment
(c) find out if someone else can assist the visitor
(d) take the visitor to the person he or she wishes
to see
6. An agenda is a:
(a) notice of a meeting to be held
(b) list of decisions taken at a meeting
(c) summary of what has taken place at a meeting
(d) list of items to be discussed at a meeting
7. Standing orders are:
(a) the arrangements for regular meetings
(b) rules governing the conduct of meetings
(c) the regular items on an agenda
(d) the method of counting votes
8. Which one of the following would not be
needed by a travel agent when making bookings
Look at the last paragraph again now, please. Do you see the
impact that Dah-duh had made on her granddaughter? ‘She died
and I lived, but always, to this day even, within the shadow of
her death.’ She never forgot how her truths had affected her
grandmother and seemed to hold herself responsible for her
death. How else can we explain why she went to live in a noisy
area, as if she wanted to atone for a wrong that she had done?
The narrator behaved as if she wanted to be punished.
Do you know who Van Gogh and Watussi were? The first was
a Dutch painter who was famous for, among other things, his
studies of sunflowers. The second, Watussi, referred to either
YOUTHLINK MAGAZINE | MARCH 5-11, 2013
11. Which of the following is not a function of the
human resources office?
(a) recruitment of staff
(b) payment of wages
(c) induction training
(d) dismissal
12. Details of an employee’s application for
employment, appraisal form, training courses
attended and additional qualifications gained
since joining the organisation are contained in
his or her:
(a) service record
(b) curriculum vitae
(c) application form
(d) disciplinary record
13. A contract of employment does not include:
(a) job title
(b) rate of pay
(c) vacation arrangements
(d) details of qualifications
That is all for this week; have a productive one.
Hyacinth Tugman teaches at Glenmuir High School. Send
questions and comments to
[email protected]
the Tutsi people or a dance of the 1960s. The narrator, however,
neither painted sunflowers, the Tutsi, nor people dancing
energetically, but seas of sugar cane, sun and palm trees in
memory of the grandmother with whom she had shared a
holiday. A grandmother who had found her and what she had to
tell fascinating but alarming though she had been too young to
understand.
Keep the lights burning as you as you get ready to claim the
reward for your hard work. God bless!
Beryl Clarke is an independent contributor. Send questions and comments
to [email protected]
15
yl:mathematics
Vectors
CLEMENT RADCLIFFE
Contributor
AST WEEK you were given solutions to select past-paper questions. I hope that you found the entire
exercise beneficial. You are expected, of course, to continue to do other examples on your own. Past
papers are available in the bookshops and you should endeavour to make use of them along with the
examples you will find in your textbooks.
L
This week we will begin the review of vectors.
Please review the following descriptions:
(a) A motor car travels with velocity 45 Km per hour due north.
(b) A force of 25 n due east.
Can you identify what both statements have in common?
You are correct that in both cases their sizes and directions are given. These are examples of vector
quantities representing velocity and force, respectively.
A vector quantity is one which identifies both the magnitude (size) and direction, for example, velocity
given above.
A speed of 20 metres per second is a scalar quantity (no direction is
given).
Vector quantities are usually represented in the form:
Please attempt the following example:
EXAMPLE
The vectors b and c are given in the diagram below. Express these in the form
if x and y are, respectively, the x and y components of the line segment
AB on the Cartesian Diagram.
EXAMPLE
Clement Radcliffe is an independent contributor. Send
questions and comments to
[email protected]
16
YOUTHLINK MAGAZINE | MARCH 5-11, 2013
yl:social studies
Using resources
MAUREEN CAMPBELL
Contributor
OBJECTIVES
EXPLAIN AND use correctly concepts and terms associated with
human and physical resources.
Describe the structure and characteristics of a population.
A resource may be defined as a source or supply from which benefit
is produced. It may be further seen as persons, assets, materials or
capital which can be used to accomplish a goal. Generally, resources
are materials, money, services, staff or other assets that are
transformed to produce assistance and, in the process, may be
consumed or it can become unavailable.
BENEFITS OF UTILISING RESOURCE INCLUDE
Increased wealth
Meeting needs or wants
Proper functioning of a system
Enhancing individuals’ well-being
Some of these resources, like sunlight, air and wind are continuously
available and their quantity is not noticeably affected by human
consumption. Resources from a human-use perspective are classified
as renewable only so long as the rate of replenishment/recovery
exceeds that of the rate of consumption.
NON-RENEWABLE RESOURCES
Resources that are consumed much faster than nature can create
them.
Non-renewable resources are those that form extremely slowly
and those that do not naturally form in the environment. Minerals are
the most common resources included in this category. By the human
perspective, resources are non-renewable when their rate of
consumption exceeds the rate of replenishment/recovery. A good
example of this are fossil fuels, which are in this category because
their rate of formation is extremely slow; meaning, they are considered
non-renewable.
“Human resources
are like natural
resources; they’re
often buried deep.
You have to go
looking for them;
they’re not just lying
around on the
surface. You have to
create the
circumstances
where they show
themselves.”
- Ken Robinson
TYPES OF RESOURCES
There are two types of resources: human and physical/natural.
Natural resource may be defined as anything obtained from the
environment to satisfy human needs and wants.
Human beings, through the labour they provide and their other
attributes, especially in organisations of which they are a part, are also
considered to be resources. The term human resources may, therefore,
be defined as the skills, energies, talents, abilities and knowledge that
are used for the production of goods or the rendering of services.
Human resources are, therefore, seen as individuals who make up the
workforce of an organisation, business sector or an economy in
general.
EXAMPLES OF RESOURCES FOUND ON EARTH
POPULATION STUDIES
Population may be defined as the total number of persons
inhabiting a country, city or any district or area. It is, therefore, the
body of inhabitants of a place.
Religious composition: Different religious faiths are practised or
followed in the Caribbean. We enjoy freedom of religious beliefs and
observance. The most common religion in the Caribbean is
Christianity with several denominations such as Seventh-day
Adventist, Anglican, Baptist, Roman Catholic, and the list goes on.
Occupational distribution: We practise job specialisation as we are
engaged in a variety of occupations. We possess different skills, talents
and abilities which are used to produce goods and services. There are
professionals, fishermen, farmers, mechanics and the list goes on.
CHARACTERISTICS/COMPOSITION OF A POPULATION
The composition of a population is the make-up or distribution
within a group of people of specified individual attributes such as
sex/gender, age, religion, marital status, education, occupation and its
ethnicity.
Every human population has a size which is referred to as the
total population in a country.
RENEWABLE RESOURCES
Any natural resource (as wood or solar energy) that can be
replenished naturally with the passage of time.
Renewable resources are ones that can be replenished naturally.
Every population has a male-to-female ratio and they also have
people in different age groups.
Age and sex are two attributes that largely influence an individual’s
role in society. Age structural dynamics includes fertility, mortality,
as well as related changes in family planning and social
arrangements.
Ethnic composition: Jamaica’s ethnic composition for 2001:
YOUTHLINK MAGAZINE | MARCH 5-11, 2013
ACTIVITY
Find the meaning of the following concepts and terms associated
with human and physical resources.
a. Concepts related to human resources:
Population, birth rate, death rate, natural increase, life expectancy,
infant mortality rate, fertility rate, migration, immigration, emigration,
net migration, brain drain, urbanisation, depopulation, population
density, population distribution, dependency ratio, employment,
unemployment, underemployment, unemployable, labour force,
sustainable development, population census and human resource.
b. Concepts related to physical resources:
Development, environment, conservation, energy, renewable
resource, natural resource, non renewable resource, infrastructure, food
security, pollution, conservation, global warming, green house effect.
Maureen Campbell teaches at St Hugh’s High School. Send questions and
comments to [email protected]
17
yl:english language
3
t
r
a
p
Developing your
comprehension skills
NATASHA THOMAS-FRANCIS
The journey is ‘terrifying’ because the old person is faced with the
prospect of going back to a lonely home.
Contributor
ELLO, ALL. I trust that you have had a productive week thus far.
How did you do on the responses to the poetry exercises? Here
are the suggested answers below:
H
ON PLATFORM 5*
I watch you gripping your hands
That have grown into the familiar contours
Of old age, waiting for the train
To begin its terrifying journey
Back to yourself, to your small house
Where the daily habit of being alone
Will have to be learnt all over again.
C) WHAT IS THE ‘LOOK’ (LINE 9) IN THE PERSON’S EYES?
The look is one of loneliness, emptiness, or despair.
D) WHY DOES THE PERSON HAVE TO LEARN THE “DAILY
HABIT OF BEING ALONE...ALL OVER AGAIN” (LINES 6-7)?
There has been a long break away from the old life and the elderly
one will have to readjust to the loneliness.
E) WHAT DOES THE WORD “RELIEF” (LINE 15) SUGGEST
ABOUT THE RELATIVE’S ATTITUDE TO THE OLD
PERSON’S VISIT?
This word ‘relief’ suggests that the relative wanted her parent to
leave; possibly the parent was a burden.
Whatever you do with your lined face
Nothing disguises that look in your eyes.
Between you and your family
Words push like passengers until
Your daughter kisses you goodbye Uttering those parting platitudes*
That spill about the closing of a door.
F) WHAT DOES THE POET SUGGEST BY HIS USE OF
“...DUTY LETTERS” (LINE 18)?
just grunted and kept on dragging Hillary, his hostage to the elevator.
The gate was open. He thrust Hillary in and was disappearing himself
when the second bullet struck him in the thigh and this time, he did
cry out. Any ordinary man with a smashed femur either passes into
unconsciousness or waits for an ambulance to come. After the initial
impact of a serious wound, there is no great pain, just a numbed
shock; the pain comes later. But Morro, the religious fanatic, as the
world now knew, was no ordinary man; the elevator gate closed and
the sound of its whining descent was proof enough that Morro still
had the awareness to find the descent button.
Ryder reached the blank-faced shaft and stopped. For a second,
two, three, all he could think of was Morro making his way towards the
red button which would trigger off the explosion of the nuclear bombs.
Then he remembered what the master plan of the building had said StairsÉ
Do have a wonderful week and remember that exams are just a blink
away!
Natasha Thomas-Francis teaches at Glenmuir High School. Send questions and
comments to [email protected]
The term ‘duty letters’ suggests that the letters were sent out of
obligation.
For them your visit’s over and relief
Jerks in the hands half-lifted now to wave.
Soon there will be far distances between
and duty letters counting out your year.
A whistle blows. The station moves away.
A magazine stays clenched upon your lap.
And your whit knuckles tighten round each fear.
G) IDENTIFY ONE SIMILE AND ONE METAPHOR IN THE
POEM AND EXPLAIN THE USE OF THE FIGURE OF
SPEECH.
An example of simile is “Words push like passengers”, suggesting
that the words exchanged between parent and child were forced.
An example of a metaphor is “familiar contours” referring to lines
on the elderly parent’s face. The term “contours” suggests that there
were many lines, depicting the old age of the person.
Edward Storey
*Platform 5 - the place from which the train departs and where
people bid travellers goodbye.
*Platitudes - commonplace remarks
A) BRIEFLY EXPLAIN WHAT THE POEM IS ABOUT.
The poem is about an elderly parent who is returning home from a
visit with his/her daughter but is afraid of the loneliness to which
he/she is returning.
(Did you realise that the poem itself does not indicate whether or
not the parent is male or female – I know most of you would have
assumed that the parent was a woman though!).
B) WHY IS THE JOURNEY SEEN AS “TERRIFYING”? (LINE 4)
18
The answers to the multiple-choice exercise are:
1.
A
2. A
3. D
4.C
Now, I want you to read the first part of a narrative prose passage. I
will give you the second part of it in next week’s lesson. Pay attention
to the writer’s techniques: how does he develop his characters, the
setting? What language does he use to develop the mood (feelings) in
the passage? What makes the passage exciting?
Ryder was a marksman, and with the slide in the automatic position
the weapon was capable of firing a number of shots in rapid
succession. But he did not want to kill Morro so he switched the
weapon to single shot and squeezed the trigger.
The bullet hit Morro’s left shoulder. He didn’t shriek or cry out. He
YOUTHLINK MAGAZINE | MARCH 5-11, 2013
First Heritage Co-op Credit Union’s (FHC) Youth
Development Officer Diana Allen (right) shares
information about the YOUTH savings accounts with
some students recently during the RJR cross county road
show, as well as other savings plans that form a part of
the credit union’s latest ‘When Life Calls,Answer with Six
Love’ campaign. FHC has always encouraged children to
adopt thrifty habits from an early age and, by extension
continues to host their annual Good Habits Promotion
that seeks to promote good habits like savings, reading,
eating and the importance of good hygiene.
yl:geography
MARJORIE HENRY
Contributor
N THIS week’s lesson I will continue with map reading, focusing on
settlement. Any place where people live is called a settlement and
this is indicated on the map by shaded squares. The textbook
informs us that the settlement can be described by its:
distribution which may be even or uneven
density, whether it is densely or sparsely populated
patterns such as nucleated, dispersed, linear or isolated.
I
Invariably, you will be asked about settlement patterns, so let me
share with you a bit as I review the topic.
1. A nucleated settlement is also referred to as compact. This
consists of many homes grouped together to form a village. The shape
may be round or square but in all cases the buildings are close
together and they are connected by roads, footpaths or both. These
link all buildings together.
Map
reading
continued
(Source: Skills in Geography in Secondary School - V.A. Rahil)
Where two lines of movement cross, for example, the crossing of
two roads, a cross-type settlement is found; this is a combination of
nucleated and linear patterns.
4. An isolated settlement is identified where there is a single house
or farm, very remote from any other settlement.
There are several ways by which you can be tested on this skill.
Here are three examples.
On the given map extract:1. You can be given a list of settlement patterns from which you
must select a particular number and you are then asked to describe
their distribution. For this, you should first study the extract to identify
the patterns you have selected. Give the name of the settlement, its
location – giving four-figure grid reference, and describe it. For
example, should you select a linear settlement, state the shape of it
and give the name of the line of movement; that is, the road or river
that it follows.
2. You may be asked to identify different types of settlement patterns
present. Give specific examples from the extract – for example, the
type of settlement and the name of it. Do not just give an account of
settlement patterns you have studied.
3. You may be asked to show the relationship between relief and
settlement patterns. Make sure that you state the relief feature, where it
is located and the settlement pattern associated with it. For example,
isolated settlement can be found in hilly regions and on steep slopes,
while nucleated settlement is likely to be on lowlands.
Use any available map extract and practise identifying settlement
patterns.
(Source: Skills in Geography in Secondary School - V.A. Rahil)
REFERENCES:
General Geography in Diagrams - R.B. Bunnett
Skills in Geography in Secondary School - V.A. Rahil
2. A dispersed settlement is quite the opposite of the nucleated
settlement. It consists of several scattered houses and is often several
kilometres from the nearest village.
(Source: General Geography in Diagrams - R.B. Bunnett)
Marjorie Henry is an independent contributor. Send questions and comments to
[email protected]
(Source: Skills in Geography in Secondary School - V.A. Rahil)
3. A linear settlement consists of buildings strung out in a line,
straight or curved, which may follow a line of movement, for example,
a road, a river, a relief feature like a coast, the base of a ridge or a zone
where water is near the surface.
(From left) Erin Mitchell, brand manager, Red Stripe; I-Octane; Catherine Goodall, trade marketing manager at Pepsi
Jamaica and Max Jardim of Rainforest Seafoods enjoy some downtime at the Rainforest Seafood Festival.
YOUTHLINK MAGAZINE | MARCH 5-11, 2013
19
yl:principles of business
Profile 1 questions
YVONNE HARVEY
Contributor
ELLO, FRIENDS. As you get nearer to the final examination it is
good to consider possible questions that can arise. For the last
few weeks we have been looking at questions on profile 1. This
week, I will present another profile-1 question for you to answer. This
question surrounds the topic of Establishing a Business.
H
(a) Define the term ‘business’. (2 marks)
(b) Discuss three reasons an individual may wish to set up his/her
own business.
(6 marks)
(c) Explain any three of the following steps in establishing a
business:
(i) conceptualisation
(ii) research (market probe)
(iii) identification of resources
(iv) creation of a business plan
(v) acquisition of funds
(vi) operation of the business (6 marks)
(d) Define the term ‘entrepreneur’. (2 marks)
(e) Explain two roles of the entrepreneur (4 marks)
Total marks: 20
and begins operations. If all the other steps have been carefully
thought out, the operations of the business should be a success.
(D) GUIDING YOUR THOUGHTS
They want to make their own decisions and be answerable to
themselves.
There is a tendency for persons to think of the entrepreneur as the
owner of the business. In some instances, this may be so as some
business owners are also the entrepreneurs in their businesses. Others
employ entrepreneurs to carry out certain functions.
USING UP SPARE TIME
ANSWER
One way of using up spare time is by setting up a business and
spending time in it. In order for a business to be a success one must
put quality time into it.
The entrepreneur is a human factor of production responsible for
organising production and bearing risks for which he earns profit.
(E) GUIDING YOUR ANSWER
USING UP SKILLS AND KNOW HOW
Many individuals find that in establishing their own businesses,
they get a chance to use up knowledge and skills that they have. For
example, an individual might have learnt carpentry and to use up this
knowledge and skill he may decide to set up a business where he
makes and sells furniture as a business.
A role has to do with the overall function. You must think, therefore,
of what is it that the entrepreneur does basically.
ANSWER
The entrepreneur has a role in organising the other factors of
production. He must decide how much of each factor will be needed
and the type of each factor that will be needed.
SELF-FULFILLMENT/SELF-ACTUALISATION
Some persons fulfill their dreams when they establish their own
businesses. They get a sense of achievement in doing something that,
perhaps, they have always wanted to do and that maybe no one else
has ever done.
(A) GUIDING YOUR THOUGHTS
(C) GUIDING YOUR THOUGHTS
Having made a decision to pursue a course in principles of
business, it should not be difficult for you to focus on the term
‘business’. It is quite likely that you can give many examples of
businesses, but can you define a business? A key element in the
answer is profit. If an activity does not aim to make profit, it is not a
business. Perhaps you can think of the little grocery shop down the
road or the hardware store in your area. What about the supermarket?
Steps implies what is done in a particular order. In establishing a
business, one does not just begin selling. There are some essential
things that must be considered before the actual operation of the
business.
The entrepreneur must also bear the risks in production. Some risks
he can take out insurance policies against, for example the risk of fire
destroying the business premises, but other risks are non-insurable
risks such as a sudden fall in demand for the product. These risks he
must bear on his own shoulders.
I hope you enjoyed this week’s question. Do some extra reading on
the topic of establishing a business and the role of the entrepreneur.
Bye for now.
Yvonne Harvey teaches at Glenmuir High School. Send questions and comments to
[email protected]
ANSWER
STEP 1 – CONCEPTUALISATION
ANSWER
This is developing the business idea, thinking about what it is that
the entrepreneur would want to do.
A business consists of a person or group of persons who come
together to perform some commercial activity, for example producing,
buying and selling with the aim of maximising profits.
STEP 2 – RESEARCH OR MARKET PROBE
(B) GUIDING YOUR THOUGHTS
Initial research to find out how many people want the product, what
exactly do they want and do the research on competitors, etc.
The obvious answer to this question you might say is that people
establish their own businesses in order to make money. While this
might be correct for some persons, there are others that have different
reasons for wanting to set up their own businesses. The question is,
what can you get out of setting up your own business?
ANSWER
EARNING AN INCOME
Some persons do not have a job where they work for someone and
receive an income and so establishing their own businesses provides
a means of income to sustain themselves. Even persons who have
jobs might set up their own businesses to supplement income earned.
STEP 3 – IDENTIFICATION OF RESOURCES
The entrepreneur must now identify human, material and financial
resources that will be needed to run the business.
STEP 4 – CREATION OF A BUSINESS PLAN
A business plan is a detailed business proposal of the production,
marketing and financial operations of the business. This helps the
person to consider all the important aspects of the business.
STEP 5 – ACQUISITION OF FUNDS
Now it’s time to get the funds for the business. Will it be personal
savings, loans or will he/she issue shares? The source of capital for
the business will largely depend on the time of business.
BEING YOUR OWN BOSS
Some individuals turn down working for others and establish their
own businesses because they do not want to be responsible to others.
20
STEP 6 – OPERATION OF THE BUSINESS
This is the final step where the entrepreneur opens up the business
YOUTHLINK MAGAZINE | MARCH 5-11, 2013
These friends celebrating Jamaica Day!
yl:information technology
BOOLEAN OPERATORS AND TRUTH TABLES
Relational
operator and
truth tables
A truth table shows the output states for every possible combination of input states. The symbols 0 (false)
and 1 (true) are usually used in truth tables. There are three main logical operators on which we will
concentrate for the CSEC level and they are: AND, OR and NOT. For every logical operator we are going to
be examining its corresponding truth table.
THE AND OPERATOR
For the ‘AND operator’ the output Q is true if input A AND input B is both true: Q = A AND B
THE OR OPERATOR
NATALEE A. JOHNSON
Contributor
OOD DAY, students. Welcome to lesson 24 in our series of lessons. In this week’s lesson, we will be
looking at relational arithmetic and logical operators, as well as truth tables.
G
For the ‘OR operator’ the output Q is true if input A OR input B is true (or both of them are true):
Q = A OR B
The relational operators are used for comparison of the value of one element with another. There are six
types of relational operations: equal, greater than, less than, greater than or equal to, less than or equal to,
and not equal to. Each of these operations can be used to compare the values of the variables. The result of
each of these operators is either true or false. When using these operators, make sure all the arguments are
the same data type. Integers should be compared with integers, strings with strings and so on. Table 1
reviews each of these operators.
THE NOT OPERATOR
The output Q is true when the input A is NOT true; the output is the inverse of the input: Q = NOT A
A NOT gate can only have one input.
THE ARITHMETIC OPERATORS
You are more accustomed to using these operators in your daily life. Please see table below:
LET US LOOK AT AN EXAMPLE
Table 2 shows a truth table with examples for each of the relational operators. As the table shows, A is set
to 50 and B is set to 25. When we check equally with the equal operator, both sides must be equal or same
for the expression to be true. Since the 50 is not equal to 25, the A = B is false. In this case, the expression
is true because 50 is greater than 25. Using similar logic, the table shows results for other relational
operators.
Separate from the arithmetic operators, we also have the modulus (mod) operator ‘%’ used also for
calculation.
You may not have come across the modulus operator before. It just calculates the remainder after
dividing the value of the expression on the left of the operator by the value of the expression on the right.
For this reason, it’s sometimes referred to as the remainder operator. The expression 12%5 would produce
2 because 12 divided by 5 leaves a remainder of 2.
EXAMPLE 2
4% 4 would produce 0 because 4 divided by 4 leaves a remainder of 0
We have come to the end of the lesson. See you next week when we will look at modularity/top- down
design to end this unit. Remember that if you fail to prepare you should prepare to fail.
Natalee A. Johnson teaches at Ardenne High School. Send questions and comments to [email protected]
YOUTHLINK MAGAZINE | MARCH 5-11, 2013
21
yl:history
The establishment of
peasantry – 1838 to 1900
DEBBION HYMAN
Contributor
OBJECTIVES
AT THE end of the lesson you should
be able to:
1. Describe the conditions which
facilitated or hindered the development
of a Caribbean peasant population and
the growth of the free village movement
in the Caribbean to the end of the 19th
century.
One of the defining tenets of the
peasantry, in the territories of the British
Caribbean, was the ability of the people
to control the land that they used and the
time and labour they employed on that
land. As a consequence of this
requirement, the peasantry in the
Caribbean began after 1838 with the
freed people who moved off the estates
and who established their own
smallholdings of an average size of
about two acres. The reasons for the
setting up of the peasantry are many but,
at the root, they all reflect the freed
people’s desire to move off the
plantations, which had been their places
of abuse, and to seek out lives for
themselves which they controlled.
Additionally, by being skilled
agriculturalists the move to an
agriculturally based subsistence lifestyle
was one that gave them comfort. The
development of the peasantry in the
British Caribbean, in terms of its growth
and the ability of the freed people to
engage in it was, however, limited by the
unavailability of land. Hence, the
peasantry developed only in a few of the
territories such as Jamaica, Trinidad, the
Windwards and British Guiana. These
places had available land which could
have been utilised for peasant
production by the freed people.
From the outset, one notes that the
growth of the peasantry was not in
keeping with the aim of the plantation.
This was because both activities
competed for the labour of the freed
people. In this context, therefore, one
22
can understand that although the
peasants did, in fact, often work on the
plantations as part-time wage earners, in
general, their orientation was in
opposition to the plantation. This
occurred because they were always
looking for more land to expand the
peasantry and, by so doing, making their
labour less available to the estates.
Thus, the two main inputs of the
plantation, land and labour, were the two
main inputs also required by the
peasantry.
With no surprise, therefore, we learn
that the plantocracy often pursued
policies to hamper the growth of the
peasantry and keep its labour tied to the
estates. These policies included
strategies like raising the price of land
holdings to make it too expensive for the
peasants (peasants often paid £20 per
acre of land, which could be raised to as
much as £200 per acre), as well as to
pursue strategies that would lead the
peasants into a form of debt peonage.
The effectiveness to these policies were,
however, limited by the planters’ own
indebtness and their own need to secure
labour through the offering of incentives
to the peasant labour force.
The peasantry was a mixed one and
the peasants pursued a number of
economic activities which were not all
tied to their own plots of cultivated land.
To this end, they fished and carried on
shop-keeping and huckstering, in
addition to part-time jobs on the estates.
Their land use differed from that of the
plantation and resulted in the setting up
of smallholdings and villages away from
the plantation. Indeed, in British Guiana,
for example, by 1852 peasant small
holdings were valued at over £1million
and numbered about 11,000, while in
Jamaica, the smallholdings under 50
acres had grown to 50,000.
Historians studying the development
of the Caribbean peasantry have
identified three stages in its growth.
First, a period of establishment which
lasted from 1838 up until 1850-60;
second, a period of consolidation which
followed on and lasted until 1900 and,
third, a period of saturation which lasted
from 1900 to the present. During these
phases, the peasantry established itself
as a force for change in the Caribbean
and also demonstrated that it too was a
changing force. As such, the size of the
smallholdings increased over time
(especially in order to remain as viable
units), as the focus changed to cash
crops and to the export market.
Therefore, the peasantry was always a
dynamic force that experienced different
phases in its development.
An important developmental aspect of
the peasantry was its move from an
activity providing initial subsistence for
the freed people to one geared towards
the production and export of cash crops
and products. To this end, it is noted that
the peasants produced export crops and
products such as arrowroot, cotton,
sugar, bananas, citrus, logwood, rum,
spices, coffee, cocoa, ginger and
pimento. The peasantry also introduced
new crops and diversified the
monoculture of the sugar economies. By
their activities they ultimately led to a
level of self-sufficiency for the colonies
that was never attained in the previous
years under enslavement. Indeed, by
removing the focus from the plantation
the peasantry directly stimulated the
growth of an independent village life for
the freed people with the associated
services and amenities such as
churches, schools and markets. Also,
the development of the co-operatives in
the Caribbean has been traced to this
peasant development.
Ultimately, the growth of the peasantry
in the British Caribbean was one that
succeeded not because of but largely in
spite of the colonial authorities. Since
the peasants consisted largely of the
freed people and they were competing
with the estates, no real encouragement
was given to them by the local
governments. Agricultural innovation
and assistance that could easily have
been provided by the state were denied
these peasants. It was not until the latter
part of the 19th century with the agitation
of the period and reports like those of
the Royal West India Commission of
1897 (which pointed out that the
peasantry was “a source of both
economic and political strength”) were
the peasants taken seriously. In spite of
these realisations, however, little had
actually been done in terms of official
support and the Caribbean peasantry
continued to exist largely because of the
resilience of its participants.
GROWTH OF THE PEASANTRY:
EFFORTS OF THE FREE MEN
(a) Apart from the missionarysupported free villages, many free men
bought their own land with money
earned from overtime work during
apprenticeship. They became
subsistence farmers but sold some
surplus crops in local markets and, in
some cases, grew sugar cane. They
eventually developed trading systems
(‘higgling’ in Jamaica) and export crops:
coffee, ginger and pimento in Jamaica;
arrowroot in St Vincent; cocoa and copra
in Grenada.
(b) The cooperative venture in Guiana
was shortlived, but after its collapse
cooperative members still sought land
by squatting in the interior.
(c) Squatting - illegal occupation of
Crown lands in remote areas was
common in large territories.
HINDRANCES
The peasants encountered such
difficulties as:
(i) their lands were not officially
surveyed.
(ii) colonial governments imposed
restrictions on the sale of Crown
lands
(iii) the land itself was very often
marginal, infertile and remote
(iv) licences for the sale of export
crops were required
(v) opposition from the planters
(vi) exploitation of land buyers; they
were forced to pay excessively high
prices for inferior land
(vii) laws were passed restricting the
movement of labourers both within a
particular colony and among the
various Caribbean islands
(viii) blacks had to pay for costly
licences to sell sugar and coffee and
for making charcoal.
ACTIVITY
Extended writing
Imagine that you are a journalist in
Jamaica in the 1890s and assigned to
the newspaper The Economic Journal.
Write an article for the newspaper in
which you examine the factors that led to
the development of the peasantry and the
obstacles that hindered its development.
Include in your article the impact of the
peasantry on British Caribbean economy
and society.
SOURCES
(d) Metayage or sharecropping.
Labourers produced the sugar and
profits were shared between themselves
and the plantation owner. This was done
mainly in the French islands, St Lucia
and Tobago. In Barbados and other
areas, the free men grew sugar cane on
plantation grounds or small plots
nearby; the cane was milled on the estate
and estate owners and growers shared
the profits.
YOUTHLINK MAGAZINE | MARCH 5-11, 2013
1. A Post Emancipation History of the
West Indies - Isaac Dookhan
2. Freedoms Won: Caribbean
Emancipations, Ethnicities and
Nationhood - Hilary Beckles & Verene
Shepherd
3. “Notes on Peasant Development in
the West Indies since 1838” Woodville Marshall
Debbion Hyman teacheas at St Hugh’s High
School. Send questions and comments to
[email protected]