yl:english language
2
t
par
Developing your
comprehension skills
A TIME TOGETHER
5
Any comics to swap?
NATASHA THOMAS-FRANCIS
Contributor
ELLO! AS was promised last week, I will provide you with the
answers to the prose comprehension exercise.
H
The child’s brain is maturing and, therefore, he/she is more
capable of independent thought.
e) To whom does the word ‘you’ in paragraph 2 refer?
10
a) What meaning is conveyed by the word ‘acres’ in line 1?
‘You’ refers to parents/guardians.
The term refers to the large space for privacy which teens require.
b) Identify two of the ‘biggest of all changes in child-parent
relations’, according to the writer.
f) What, according to the passage, is the preoccupation of (i) girls
and (ii) boys?
15
Girls tend to talk about their feelings and social life while boys are
concerned with issues of power and masculinity.
You could choose any two of the following:
Children have adult concerns.
Children want their privacy.
Children no longer trust their
parents’ intentions.
g) Why, according to the writer, are boys perplexed?
20
Boys are perplexed because they are physically stronger than their
mothers yet they are dependent on them.
c) What does the phrase ‘not locked in place’ mean?
How well did you do in your responses to the questions?
This phrase means that the changes in teenagers are not
permanent.
d) What, according to the passage, are causes of the shifts in
child-parent relations?
25
Well, let us turn our attention to a poetry exercise. Re-read the
guidelines on responding to poetry, given in last week’s lesson, then
apply them to the following poem:
ON PLATFORM 5*
I watch you gripping your hands
That have grown into the familiar contours
Of old age, waiting for the train
To begin its terrifying journey
Back to yourself, to your small house
Where the daily habit of being alone
Will have to be learnt all over again.
Whatever you do with your lined face
Nothing disguises that look in your eyes.
Between you and your family
Words push like passengers until
Your daughter kisses you goodbye –
Uttering those parting platitudes*
That spill about the closing of a door.
For them your 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 white knuckles tighten round each fear.
Edward Storey
*Platform 5 - the place from which the train departs, and
where people bid travellers goodbye
*Platitudes - commonplace remarks
a) Briefly explain what the poem is about.
b) Why is the journey seen as ‘terrifying’? (line 4)
c) What is the ‘look’ (line 9) in the person’s eyes?
d) Why does the old person have to learn the ‘daily habit of
being alone ... all over again’ (lines 6-7)?
e) What does the word ‘relief’ (line 15) suggest about the
relative’s attitude to the old person’s visit?
f) What does the poet suggest by his use of “... duty letters”
(line 18)?
g) Identify one simile and one metaphor in the poem and
then explain the use of each figure of speech.
Now read this poem too and respond to the multiple-choice
questions which follow. You will still need to follow the
guidelines previously given.
We will look at the answers to both exercises in next week’s class.
Blessings!
Natasha Thomas-Francis teaches at Glenmuir High School. Send questions and
comments to [email protected]
YOUTHLINK MAGAZINE | FEBRUARY 26-MARCH 4, 2013
Better to laugh instead
of acting imprisoned
four- eight- three said. I listened.
Months later they found him hung
by blanket from these bars this window which isn’t bleached face, blue lip, tongue
black, big as a cricket ball.
How human. After all
those nervous nights at theft
of valuables, he left
only embarrassment.
Prisoners were hesitant
walking by his cell that week.
Some asked me my opinion;
I’d known him at Long Bay.
Hardly my dominion
really. Perhaps life may
have somehow been too much
by being not enough.
Difficult to say.
30
12
Belled out of bed into cheap
clothes stale from three days’ wear,
washing the eyes from my sleep
with water, combing what hair
is left of my life, I flop
back on my unmade bed.
Apart from one handcuff,
one clinging crab-like claw
of a pair that held us for
a time together, kin,
neither had kept in touch.
Eric Mackenzie
1. The title of this poem contains
A. A cliché
B. A euphemism
C. A pun
D. A hyperbole
2. The advice four-eight-three had given to his former cellmate now seems
A. Ironic
B. Sincere
C. Artificial
D. Ridiculous
4. In lines 24 - 25 the speaker suggests that
A. Four-eight-three’s suicide is none of his business.
B. Unlike the dead man he was not from Long Bay.
C. He had not known the dead man very well.
D. He is unqualified to explain another man’s motive.
5. The tone of this poem can be best described as
A. Conversational
B. Impassioned
C. Cynical
D. Puzzled
yl:information technology
Control statements
NATALEE A. JOHNSON
continued
TRACE TABLE
Contributor
OOD DAY, students. This is lesson 23 in our series of IT lessons. In this week’s lesson, we will
conclude looking at control statements and will also look at trace tables.
G
THE REPEAT - UNTIL LOOP
Here is an example to illustrate the explanation that I had provided in the previous lesson on the repeat
loop.
EXAMPLE 1
A trace table is an important tool for testing the logics of a pseudocode for accuracy. A trace table is a
rectangle array of rows and columns. The column headings are the variables in the pseudocode. As
instructions in the pseudocode are carried out and the variables are modified, the changes are recorded in
the appropriate column in the table. When the pseudocode terminates, the final values in the trace tables
should reflect the correct result.
Let us look at an example of how a trace table is executed using Example 1 shown below.
EXAMPLE 1
Write a pseudocode algorithm to read a set of positive integers (terminated by 0) and print their average
as well as the largest of the set.
THE TRACE TABLE FOR EXAMPLE ONE
Example 1
We will use the following numbers as input for the trace table: 2, 5, 6, 1, 10 and 0.
For the example above, you will first initialise your variables as shown in the
algorithm.
Then you would repeat step two to step five until the user enters ‘0’. The
program
will then stop.
The average will be calculated (24/5), average is 4.8
Both the average and the largest value will be printed which is 4.8 and 10,
respectively.
We have come to the end of this lesson. See you next week when we will look at
relational operators and begin a new unit. Remember that if you fail to prepare you
should be prepared to fail.
Natalee A. Johnson teaches at Ardenne High School. Send questions and comments to
[email protected]
YOUTHLINK MAGAZINE | FEBRUARY 26-MARCH 4, 2013
13
yl:chemistry
Chemical formulae and equations
FRANCINE TAYLOR-CAMPBELL
Contributor
REVIEW OF FACTS
THE FORMULA of a compound shows how many atoms of each
element are present in a molecule or formula unit.
The empirical formula is the simplest formula, which represents
the composition of the compound.
The actual formula is called the molecular formula. It is generally
a multiple of the empirical formula and is calculated from the molar
mass.
PERCENTAGE COMPOSITION
1. Calculate the Mr for the compound eg. Ammonium phosphate
(NH4)3PO4
Mr = (14 + (4*1))*3 + 31 + (4*16) = 149 1 mole = 149g
2. Calculate the mass of each element in one mole
N = 3*14 = 42g H = 3*4*1 = 12g P = 31g O = 4* 16 = 64g
3. Calculate the % of each element
N = (42/149)* 100 = 28.2% H = (12/149)*100 = 8.1% P =
(31/149)*100 = 20.8%
O = (64/149)*100 = 43.0%
EMPIRICAL AND MOLECULAR FORMULAE
The formula of glucose is given as C6H12O6. This shows that the
compound glucose is made of 6 atoms of carbon, 12 atoms of
hydrogen and 6 atoms of oxygen. This is the molecular formula.
The empirical formula of glucose is CH2O and is the whole number
ratio of the elements in this compound.
To find the empirical formula from combustion or percentage
composition data, the number of moles must be found.
Note: Number of moles = Mass (g)
Molar mass (g/mol)
Calculate the empirical formula of the compounds with the
following percentage composition.
(i) 34.5% Fe, 65.5% Cl
METHOD
Elements present
Percentage by mass
Mass of element in 100g
of the compound
Relative atomic mass
Number of moles of element
Ratio of moles
Iron (Fe)
34.5%
Chlorine (Cl)
65.5%
34.5g
56
34.5/56
= 0.616
0.616/0.616
=1
65.5g
35.5
65.5/35.5
= 1.85
1.85/0.616
=3
Empirical formula = FeCl2
2. Calculate the empirical formula of the compounds formed in the
following reactions.
(ii) 3.40g calcium form 9.435g of the chloride
METHOD
Elements present
Mass of each element
Relative atomic mass
Number of moles
Ratio of moles
Calcium (Ca)
3.40g
40 3
3.40/40
= 0.085
0.085/0.085
=1
Chlorine (Cl)
9.435-3.40 = 6.035g
5.5
6.035/35.5
= 0.17
0.17/0.085
=2
Empirical formula = CaCl2
In determining molecular formula the empirical formula and/or the
molar mass must be known. Calculate the molecular formula of the
hydrocarbon containing 85.7% carbon, given that the molar mass is
56g/mol.
Method 1:
85.7% C
14.3% H
Mass in 100g
85.7g
14.3g
No. of moles
85.7/12
14.3/1
= 7.14
= 14.3
Ratio of elements 1
:
2
Empirical formula = CH2, Mr = (12+2 = 14g)
Molecular formula: (CH2)n = 56
14n = 56 therefore n = 4
Formula = (CH2)4 = C4H8
Francine Taylor-Campbell teaches at Jamaica College. Send questions and
comments to [email protected]
yl:english literature
To Dah-duh in Memoriam
BERYL CLARKE
Contributor
HE SHORT story that we are now going to explore To Dah-duh in
Memoriam is set in Barbados and, therefore, presents us with
familiar features. Before we proceed, however, it would be
sensible of us to consider the title. Have you checked the word
memoriam to get its meaning? Even if you did not you should have a
fair idea of what it suggests. From the title, we learn that this story is
dedicated to the memory of someone. In addition, we are able to see
that the person to whom it is dedicated is dead.
T
There are only two major characters here, Dah-duh, in whose
memory this literary work was written, and the narrator who is her
granddaughter. Our story focuses on the struggle between Dah-duh
and this grandchild. Their conflict is, of course, because of the
differences in age, outlook and cultures. It does seem rather strange
that the old woman would initiate this clash. What reasons can you
find for the grandmother’s reaction to her granddaughter? Remember
now that the story is told from the perspective of the grandchild, not as
the action unfolds but as she remembers them when she is a grown
woman. Let me ask you this question. What is it that she remembers
about her grandmother and how does she feel about their relationship
at the point when she revisits her past? Let us see!
She recognizes her grandmother’s frailty because of her age yet
her determination to be strong. She was 80-odd years old but moved
swiftly and had eyes with the curiosity of a child. See how the writer
14
prepares us for the coming conflict by telling us about her curiosity
that would later come into play when she questions the child! There is
an expression that says ‘curiousity kills the cat’, and it is that desire to
know that eventually knocks all the steel from Dah-duh.
Our nine-year-old narrator is no sooner introduced to her
grandmother than she engaged in a contest of wills with her. “We
looked silently at each other for a long time there in the noisy shed,
our gaze locked. She was the first to look away.’ She concludes that
she, with her small strength, has won because Dah-duh could not
outstare her. It is significant that she believes that her mother is
reduced to the status of a child in her grandmother’s presence and
reveals her strength of character in being able to stand up to her. Here
again we learn that young Adry’s little girl is no pushover.
She remembers how she was taken to a different part of her
grandmother’s holding each day and the questions she was asked
about New York where she lived. More important, she realised that the
questions were designed to show her that Barbados was a better place
than New York. At first, she did feel that there was something lacking
in New York. However, when she got the opportunity to describe snow
and the buildings, machines, electric lights, household gadgets and so
on, Dah-duh was shocked and began to realise that not only was New
York different but superior.
Her last hope was pinned on the height of the royal palm. She
thought that nothing even in New York could be taller. She was
overwhelmed to learn that nothing could be further from the truth. The
child was sorry that she had to tell the truth as she saw how each
defeat took the brisk stride from grandma.
It is clear that our storyteller is like her grandmother in her mental
strength and sense of loyalty. Dah-duh saw the strength in the child. I
hope you noticed that it is her hand to which Dah-duh clings when
they make the journey from the airport to their home in St Andrew. It is
this granddaughter whom she takes under her wings and it is with her
that she chooses to share her love for and loyalty to her country. Even
after she receives the first setback when she learns about snow, she
gives her sweetie money.
Finally, she becomes enraged when she loses all hope of finding a
way to outdo her grandchild. She becomes weak and listless, unable
to take her daily explorations. As she sinks, her child companion
remarks on the changes that have suddenly occurred in Dah-duh. Here
again the reader prepares us for the end. We have watched a
seemingly energetic old woman slide almost into a stupor as she is
bested by her grandchild at every turn. The collision between her
quiet, rural, lacking-in-modern amenities home and the advanced
American way where a black child could beat up a white one and
things she had never seen or, perhaps, even heard of, was too much
for her.
We will continue our discussion in our next lesson. In the interim,
please consider the narrator’s feelings when she looks back. God
bless!
Beryl Clarke is an independent contributor. Send questions and comments to
[email protected]
YOUTHLINK MAGAZINE | FEBRUARY 26-MARCH 4, 2013
yl:office administration
HYACINTH TUGMAN
Contributor
URCHASING IS simple buying
anything from suppliers. However,
in any business organisation items
must be purchased in a systematic
manner for the smooth operation of the
business. In the department, one person
may be in charge of purchasing.
P
The staff responsible for purchasing is
to ensure that materials and equipment
are available immediately when required
in the organisation. Purchases must
provide value for money and be within
budget. Purchases must be authorised
by the manager.
The purchasing
department
Sourcing suppliers. The
purchasing manager will source the best
materials that will be of benefit to the
business. There will be a list of
frequently used suppliers. These
suppliers are expected to provide quality
goods at competitive prices. Catalogues
and brochures are usually given to the
purchasing department. A catalogue is a
book containing a list of items, including
pictures, that can be bought from a
particular supplier. They may or may not
show the prices of the items listed, but
more than often the prices are shown is
a separate list.
In order for the purchasing
department to carry out its functions
effectively, it requires input from the
other departments in the organisation.
The stock room must clearly monitor
levels of stock so that the purchasing
department can be given sufficient time
to select the best supplier.
The accounting department checks the
accuracy of figures shown on invoices
and makes payment.
DUTIES OF A PURCHASING
CLERK
The following are the duties of a
purchasing clerk:
Receiving and checking
requisitions against stock issued and
stock held
Filing of purchase records
Maintaining stock records
Maintaining database of suppliers
Recommending suppliers
Negotiating. The purchasing
manager will negotiate with the suppliers
to get the best price for goods and
prompt delivery. When a decision has
been made as to who is the supplier, an
order is placed. The following should be
included on the order form.
- Purchase order number
- Name and address of buyer
- Name and address of supplier
- Suppliers quotation
- Full details of goods
- Delivery date
- Delivery address
- Trade discount
- Terms of payment
- Signature of person authorising the
order
Maintaining suppliers’ records.
The purchasing department must
monitor stock records so that supplies
RELATIONSHIP WITH OTHER
DEPARTMENTS
The receiving department reports to
the purchasing department about the
condition, quantity and the quality of the
goods received. This information
enables the purchasing department to
decide whether to continue ordering
from the supplier.
RESPONSIBILITIES OF THE
PURCHASING DEPARTMENT
Placing contracts. A supplier must
provide goods or services at stated
times. A contract is a legally enforced,
binding agreement between two or more
parties. A contract involves an obligation
on the part of the contractors. This
contract may be expressed verbally or in
writing.
can be reordered in good time so as not
to stall the production process.
ACTIVITY
Your supervisor has reacted to a
particular problem with a decision to
send a letter to all 3,000 staff today, if
possible, otherwise first thing tomorrow
morning. You put in a requisition for
3,000 C5 envelopes to be delivered
today. The storeroom clerk rings you to
say that they have no stock of C5
envelopes although the stock record (on
computer) shows that there should be
1,500 in store. He has contacted the
organisation’s usual supplier who says
they can deliver tomorrow afternoon.
1. What would you do?
2. Why might there be the discrepancy
between the stock record and the
actual stock?
3. Which of your ideas do you think is
most likely?
ANTHONY MINOTT/FREELANCE PHOTOGRAPHER
Goal shooter Gizelle Allison from Unity Strikers scores over Dream Team’s goal keep, Malaka Crooks.
Unity Strikers won that game 10-2.
YOUTHLINK MAGAZINE | FEBRUARY 26-MARCH 4, 2013
This is all for today.
Hyacinth Tugman teaches at Glenmuir High
School. Send questions and comments to
[email protected]
15
yl:biology
Patterns of inheritance
MONACIA WILLIAMS
Contributor
ELLO, STUDENTS, how are you all this week? I trust that
everything is going well for you and that you are still keeping
up with your studies and SBAs. Remember that time waits for
no man and before you know it you will be sitting in the exam room
using up your final chance. Make use of the time that you have now!
H
CONTINUOUS VARIATION
This is best described by providing you with examples of the
feature. Examples of characteristics that show continuous variation in
humans are height, foot size and weight. In continuous variation,
values for the characteristic tend to range from one extreme to the
other. For example, heights would increase gradually from short to tall
with the heights of most individuals falling in the middle, that is, the
average.
characteristic or does not have it. Examples are tongue rolling and the
attachment of the earlobe. Your earlobe is either attached to the side of
your head or it isn’t, and you can either roll your tongue or you can’t,
there is no in-between/average.
FIGURE 1 TYPE OF EAR LOBE
Over the last two weeks we have been looking at the two types of
cell division: mitosis and meiosis. Among other things, you need to
remember that mitosis is the type of cell division that occurs in
asexual reproduction while meiosis occurs in sexual reproduction.
Why am I reminding you of this now? I am doing this because there a
few bits of information that you need to know about asexual
reproduction that we can include under this topic. It is important that
you make connections between the different topics in order for you to
do well, so here goes.
In asexual reproduction there is only one parent and all the
offspring produced by that parent are identical to that parent. This
feature of asexual reproduction is quite useful to farmers and
horticulturalists because when it is used they can control the results
they will get from their crops. Take for example, cane farming which is
done in most Caribbean islands. Have you ever thought about how
sugar cane is planted? Commercially, the stem of the cane is cut into
pieces and these are planted in the ground, for non-commercial
purposes, the top of the sugar cane is usually cut off and planted. This
is an example of asexual reproduction in use and it guarantees that if
all the growth factors are kept constant, the farmer will get the same
yield from his field year after year.
Try this exercise in your class. Ask your classmates to roll their
tongues; that is, to bring up the two sides so that they meet in the
middle! Write down the results, you can use them later.
See you next week!
DISCONTINUOUS VARIATION
In discontinuous variation, the individual either has the
Monacia Williams teaches at Glenmuir High School. Send questions and comments
to [email protected]
Scientists have also developed commercial ways of cloning plants
that do not usually carry out asexual reproduction by using a
procedure known as tissue culture. Tissue culture was developed as a
method to retain valued and valuable characteristics in plants and is in
use to produce large numbers of plants for commercial use. In
Jamaica, the Scientific Research Council has cloned plants such as
yam, bananas and pineapple using tissue culture. In developed
countries, animals have also been cloned. In 1996, the first farm
animal was cloned from a single parent in England. This animal was a
sheep and she was given the name Dolly. She died from complications
resulting from lung cancer and arthritis in 2003.
Sexual reproduction, on the other hand, does not produce identical
offspring. Look at your family, if you have siblings. Are you identical to
your same sex sibling? Your answer will most likely be that you are
not! You will find that even while you share similarities there will also
be many differences. Look at the members of your class; are you all
the same height and do you all have the same skin tone? Do you all
have the same shoe size and the same weight? Can all of your
classmates roll their tongues? Are all your earlobes attached or
detached/free? These differences are examples of variation which can
only result from sexual reproduction. This is a major difference
between asexual and sexual reproduction. In the examples just given,
two types of variation have been described. These two types are known
as continuous and discontinuous variation.
16
PHOTO BY ERROL CROSBY
Sprint queen Merlene Ottey (centre) poses with Vere Technical athletes Olivia James (left) and Shericka Jackson during a welcome home
reception at the Norman Manley International Airport’s VIP Lounge on Monday, February 18.
YOUTHLINK MAGAZINE | FEBRUARY 26-MARCH 4, 2013
yl:history
DEBBION HYMAN
Contributor
OBJECTIVES
AT THE end of the lesson you should be able to:
1. Describe the push and pull factors that led to
the migration of Indians and Chinese to the
Caribbean in the 19th century.
2. Examine the working and living conditions of
the immigrant groups identifed in ‘1’ above in the
Caribbean.
3. Discuss the effects of immigration on the
social, cultural and economic life of the
Caribbean.
THE CHINESE
The majority of Chinese immigrants who arrived
in the British Caribbean did so between 1859 to
1886. They went primarily to British Guiana,
Jamaica and Trinidad. They were mostly from the
Portuguese colony of Macao and from Canton.
Others came as well because of the Teiping
Rebellion (1851-1864).
PROBLEMS WITH CHINESE IMMIGRATION
Planters complained that the Chinese were
unsuitable for estate labour and few, in fact, reindentured themselves. They preferred to return to
China or open retail shops. In addition, they were
more expensive than the Indians. The Chinese
government also insisted that a full return passage
be granted after a five-year indenture contract. The
planters were willing to pay this only after two fiveyear contracts. The Chinese government also
opposed immigration because they were ill-treated
in Cuba. Most Chinese avoided the British
Caribbean, preferring to go to the United States or
to find work nearer home in Java or the Philippines.
THE INDIANS
The first Indians arrived in 1838 on Gladstone’s
Estate in British Guiana. However, the British
government stopped the scheme because of evidence
of ill-treatment and the high death rate. In 1840, the
scheme was discontinued by both the British and
Indian governments. The scheme would be reopened
after investigations into Gladstone’s experiment and
promises for improvement in the scheme.
It was not difficult to find willing immigrants.
Many craftsmen had lost their jobs due to
competition from mechanised factories and mills of
England. India was becoming overpopulated and
there was not enough land to divide among the
younger generation. Wages in India had fallen to
1/2d per day and there was a series of famine
during the period 1857-1877 that led to an increase
in food prices. Those escaping the police and the
caste system were also willing to migrate. The
Caribbean seemed attractive with high wages,
shelter, medical care and a chance to find new
occupations besides agriculture. Indians were easily
recruited as India was a British colony. British ships
and trading costs were already there and the British
government could easily provide British officials to
supervise the scheme. Planters were satisfied with
the Indians because they had a better performance
record on the sugar estate than any other immigrant
groups and were more willing to re-indenture
themselves.
The coming
of the Chinese
and Indians
PROBLEMS WITH INDIAN IMMIGRATION
SCHEME
The conditions for the Indians on the estate were
similar to a new system of slavery. Living
conditions on the estates were poor and they faced
restriction in movement. They could not leave the
estate without a pass/ticket and were subject to
fines or imprisonment for disobedience or absence
from work.
ECONOMIC EFFECTS
British West Indian planters had turned to
immigration as a tool of reviving the sugar industry.
The hope was that with the steady supply of labour,
planters could focus on increasing their output.
Because of Indian immigration, the rice industry
was developed in British Guiana and the cocoa
industry in Trinidad. Immigration, however, did not
have its desired impact especially in a colony such
as Jamaica. In territories such as Trinidad and
British Guiana we cannot assume that immigration
saved their sugar industry. For instance, they
introduced mechanisation and placed more lands
under sugar cane cultivation. These other factors
could have readily accounted as factors that saved
their sugar industries. Barbados could be used as
another example. Up to 1848, they had seen an
increase in their output by 250 per cent. However,
by the end of the 19th century, this had declined.
We cannot assume that this was because Barbados
was not using immigrant labour. During the period,
Barbados was plagued by problems such as soil
exhaustion and inadequate mechanisation.
The overall conclusion must be that immigration
did not cause increased sugar production in the
British Caribbean, as many other factors could have
been responsible.
3. Immigration led to the expansion of social
services, for example, medical facilities and a large
police force.
CULTURAL EFFECTS
1. FAMILY
Indians brought their firm family structure in
which all relations supported each other. The idea of
extended family, which included several
generations, was very strong. All males over 16
years were members of a family council. They made
all decisions of the family, for example, marriage,
religious ceremonies and expenditure.
2. RELIGION – HINDUISM
Hindus worshipped several gods, of which
Brahma was the most important. He was the
supreme god or creator. They believed that when
people die their souls are reborn in a new body. The
Hindus had very strict divisions in the society; this
was known as the caste system. Each person
belonged to a special group or caste. The Brahmins,
or the religious leaders, were at the top of the
society and the Hindus in the Caribbean continued
to follow them as their leaders.
ISLAM
The Indian who came were also Muslims. They
believed in one God called Allah. They followed the
teachings of the Quran.
SOCIAL EFFECTS
1. Indians were felt to be inferior and they could
only find work in poorly paid jobs. They could not
settle in the towns but lived in the countryside and
formed an active peasant class. The employment of
Indians mainly as field workers led to the
employment of blacks in better jobs, for example,
the police force.
2. The ex-slaves despised the Indians and
refused to work alongside them in the fields. They
were described as ‘heathens’ because of their
speech and clothing. Indians also despised the
blacks because of their alleged low moral
standards.
The Chinese did not have a major impact on
religion as Buddhism was not widely practised in
the Caribbean. Many Chinese converted to Roman
Catholicism and this may influence why there was
no major impact of Buddhism.
3. FESTIVALS
Divali, or Festival of Lights, was celebrated by the
Hindus. They told stories, shared gifts, decorated
their windows and doors with lights and candles.
HOSEIN
A Muslim festival featured small temples made
from paper and bamboo which were decorated and
carried in a procession through the streets
accompanied by dancing to the beats of drums.
4. The Indians normally segregated themselves
deliberately in the educational institution.
Oftentimes, they were unwilling to send their
children to school since they feared they could be
converted to Christianity. It was not until the late
1870s when separate schools for Indian children
were established, mainly by the Canadian
Presbyterian Mission to the Indians, that Indian
children went to school and language barriers
began to crumble.
SOURCES
Three of the contestants in the Miss St Ann Beauty Pageant, from which funds were
donated to Edge Hill School of Special Education. From left: Sonya Pyne (winner),
Treshana Black (Miss Professional Paralegal Service) and Shawnay Lindo (first runner-up)
YOUTHLINK MAGAZINE | FEBRUARY 26-MARCH 4, 2013
1. Caribbean Revision History - Ashdown &
Humphreys
2. Emancipation to Emigration - Greenwood &
Hamber
Debbion Hyman teaches at St Hugh’s High School. Send
17
yl:geography
Proper description of drainage
continued
deposits of sand and mud in the channel
meandering of the river
MARJORIE HENRY
Contributor
HAVE BEEN sharing with you some 10 questions to help you focus on the details necessary for a proper
description of drainage. I will conclude that discussion in this week’s lesson.
I
(H) WHAT TYPE OF STREAMS ARE THEY?
For this you are to state whether the streams are perennial, flowing throughout the year, or seasonal,
where the river valley does not always have a stream flowing in it. Solid blue lines on the map are usually
indicating that the streams are perennial. Examples of these can be seen on the sections of maps given in
the last two lessons. Seasonal streams may be shown by detached blue lines. Here is a section of Antigua
showing seasonal streams.
A RIVER IN THE:
(i) Youth stage has rapids, deep valleys indicated by pronounced V-shaped lines, flows over steep
gradients and has a direct course.
(ii) Maturity stage flows over a gentle gradient and has regular meanders.
(iii) Old Age has a wide flood plain, it meanders greatly, an ox-bow lake may be present and there is an
absence of contours, as these are widely spaced.
In describing drainage, mention can also be made of swamps, marshes, lakes and ponds.
1. Give their names if these are included on the extract.
2. State their location using four-figure grid reference, if possible.
3. Give an indication of the size.
Please note that lakes and ponds can be natural or artificial. The key can assist you in determining this.
Drainage density is another feature of which you must be aware. This is influenced by a variety of factors or
conditions such as rock type, soil and slope. Here are some diagrams to show different stream densities.
STREAM DENSITIES
(Source: Map Reading for the Caribbean - John Macpherson)
Sometimes the streams disappear. Look for the blue lines that do not go to a body of water like a lake,
pond or the sea, and seem quite isolated.
(I) HAS MAN AFFECTED THE DRAINAGE PATTERN?
There are several ways in which man can effect change in the drainage pattern. In reference to the key of
the map, you can identify man-made features such as dams. Look also for sections of the river that may
have been straightened. Canals are sometimes constructed through swamps or for the purpose of irrigation.
(J) DO INDIVIDUAL RIVERS EXEMPLIFY YOUTH, MATURITY OR OLD AGE?
Your study of rivers as indicated under Section II - Natural System will introduce you to the different
landforms associated with the river, namely rapids, waterfalls, gorges, ox-bow lakes, flood plains and
meanders. These are usually done in relation to the different stages of the river.
SOME INDICATORS FOR THIS IN MAP READING ARE:
the thickness of the blue lines
the width of the valley
steepness of the slope
the presence of a flood plain
18
(Source: Morphology and Landscape - Harry Robinson)
References:
CSEC New Integrated Geography - Sheldon G. Bleasdell et al
Geography for CSEC - Jeanette Ottley et al
Map reading for the Caribbean - John Macpherson
Morphology and Landscape - Harry Robinson
Marjorie Henry is an independent contributor. Send questions and comments to [email protected]
YOUTHLINK MAGAZINE | FEBRUARY 26-MARCH 4, 2013
yl:social studies
MAUREEN CAMPBELL
Contributor
OBJECTIVES:
1. Describe the relationship between citizens and governments as
stated in the constitution.
2. Identify the essentials of good governance.
“Democracy, good governance and modernity cannot be imported
or imposed from outside a country.”
- Emile Lahud
TERMS YOU SHOULD KNOW
Citizens and good
governance
CONSTITUTION
EFFECTIVENESS AND EFFICIENCY/PRUDENT USE OF
RESOURCES
The constitution of a country entails a set of rules that govern how a
government is expected to exercise public power. A constitution
identifies who or what institutions should exercise power and how they
should do it. The government should be the most influential and
coercive force within a country, so the rules about how a government
should exercise power over its citizens are very important. The main
purpose of a constitution is to prevent a government from abusing its
power over the people of the country and to ensure that the
government exercises its power as the people wish.
Good governance means that processes and institutions produce
results that meet the needs of society while making the best use of
resources at their disposal. The concept of efficiency in the context of
good governance also covers the sustainable use of natural resources,
the protection of the environment and when the best possible use is
made of the human resources.
ACCOUNTABILITY
DEMOCRACY
This is usually described as government by the people. It is a form
of government in which the ultimate power is vested in the people and
exercised directly by them or by their elected agents under a free
electoral system.
AUTHORITARIAN
A leadership style in which the leader is the supreme authority and
dictates policies and procedures, decides what goals are to be
achieved, and directs and controls all activities without any meaningful
participation by the subordinates.
WHAT IS GOOD GOVERNANCE?
GOVERNANCE
The concept of governance, simply put, means the process of decision
making and the process by which decisions are or are not executed.
Governance is evident in several contexts such as corporate governance,
international governance, national governance and local governance.
Governance is the process of decision making and the process by
which decisions are put into action. An analysis of governance focuses
on decision making and put into operation the decisions made and the
prescribed and unofficial structures that have been set in place to
arrive at and employ decisions.
RULE OF LAW/INDEPENDENCE OF THE JUDICIARY
Good governance requires fair legal frameworks that are enforced
impartially. It also requires full protection of human rights, particularly
those of minorities. Impartial enforcement of laws requires an
independent judiciary and an impartial and incorruptible police force.
FOR YOUR INFORMATION
TRANSPARENCY
Transparency means that decisions taken and their enforcement are
done in a manner that follows rules and regulations. Information
should be freely available and directly accessible to those who will be
affected by such decisions and their enforcement. It is important that
sufficient information is provided and that it is available in easily
understandable forms and media.
RESPONSIVENESS TO THE NEEDS OF THE CITIZENS
Good governance requires that institutions and processes try to
serve all stakeholders within a reasonable time frame. They are reliable
and free from bias and discrimination of all sorts. Citizens should have
confidence that processes will be taken care of as they happen. Freeand- fair elections are a way of making sure that the wishes of citizens
are met. If this does not happen, the government can be voted out.
CONSENSUS ORIENTED/CONSULTATION WITH CITIZENS
GOOD GOVERNANCE
Most literature sees good governance as possessing eight major
characteristics. It is participatory, consensus-oriented, accountable,
transparent, responsive, effective and efficient, equitable and inclusive
and follows the rule of law. It assures that corruption is minimised, the
views of minorities are taken into account and that the voices of the
most vulnerable in society are heard in decision making. It also
respects sustainability as it is responsive to the present and future
needs of society.
PARTICIPATION
Participation could be either direct or through legitimate
intermediate institutions or their representatives. Participation needs to
be informed and organised. This means freedom of association and
expression, on one hand, and an organised civil society on the other.
Accountability is always a key requirement in any organisation and it
is also a product of good governance. Not only governmental
institutions but also the private sector and civil society organisations
must be accountable to the public and to their institutional stakeholders.
In general, an organisation or an institution is accountable to those who
will be affected by its decisions or actions. Accountability cannot be
enforced without transparency and the rule of law.
Good governance requires negotiation of the different interests in
society to reach a broad consensus in society on what is in the best
interest of the whole community and how this can be achieved. A
country must realise the broad and long-term perception on what is
needed for sustainable human development and how this may be
achieved. This can best be accomplished from an understanding of the
historical, cultural and social contexts of a given society or community.
It is clear that good governance is essential, but it is intricate to
achieve in its entirety. Very few countries and societies have come close
to achieving good governance in its entirety. It must be remembered,
however, to guarantee sustainable human development, the foundation
of any democratic government is its citizens. In the Caribbean, the
essence of democracy is active in the country’s constitution. Here,
democracy is viewed as not only a right but a responsibility, and
establishes the foundation for citizens taking part in governance.
The right and responsibility of citizenship unfurls in many ways.
Citizen involvement in governance encompasses not only citizen
participation but also citizen decision making, information sharing and
voting. Citizen involvement is important as it augments legitimacy,
competence, answerability and because it distributes the burden of
good governance among all citizens.
The methods of citizen involvement range from the spreading of
information through electronic networks, newsletters and public
meetings to engaged and participatory processes that encourage all
citizens to be active players in decisions made for their community.
SOURCES
Social Studies for CSEC: A Caribbean Examinations Council Study
Guide
ACTIVITIES
EQUITY AND INCLUSIVENESS/ACCESS TO INFORMATION
A society’s well-being depends on ensuring that all its members feel
that they have a stake in it and do not feel excluded from the
mainstream of society. This requires that all groups, but particularly
the most vulnerable, have opportunities to improve or maintain their
well-being. Access to information allows for greater public
participation in the decisions of one’s government and, thereby,
strengthens democracy.
1. What is a constitution?
2. Why do countries need to have constitutions?
3. Suggest three reasons why citizens are considered the most
important stakeholders in a country.
4. Explain the methods of ensuring good governance and state three
reasons it is important in any country.
Maureen Campbell teaches at St Hugh’s High School. Send questions and
comments to [email protected]
YOUTHLINK MAGAZINE | FEBRUARY 26-MARCH 4, 2013
19
yl:principles of business
Questions on profile 1
continued
YVONNE HARVEY
Contributor
I. WHAT’S happening in your part of the world? Well, some of
us are busy doing internal examinations and others are busy
trying to complete syllabi. Whatever our task, we are all busy.
Agree? Good.
H
Now this week the question surrounds economic systems and
sectors of an economy. Enjoy.
(a)(i) What do you understand by ‘sectors of an economy’?
(ii) List the two sectors of a mixed economy (2 marks)
(b) Define ‘economic system’. (1 mark)
(c) State the three main questions that economic systems must
answer. (3 marks)
(d) Compare the free market economy with the planned economy in
terms of:
(i) Who owns the scarce productive resources.
(ii) Type of goods and services produced.
(iii) Prices of goods and services. (6 marks)
(e) Discuss TWO advantages of the free-market economy and two
disadvantages of the planned economy. (8 marks)
Total marks: 20
(A)(I) GUIDING YOUR THOUGHTS
What does the term ‘sector’ remind you of? Yes, good as you were
thinking. It reminds you of the word section.
ANSWER
A sector of an economy is a section or a part of an economy and an
economy may be a country or nation.
ANSWER
An economic system or economy is a country’s or nation’s way of
allocating its scarce resources among alternative wants.
the consumers demand and when the consumers demand changes,
they resources are moved to what is being demanded. This is an
advantage to the consumers.
(C) GUIDING YOUR THOUGHTS
Another advantage is that competition tends to keep production
efficient and prices low. This is, again, an advantage to the consumers.
There are many questions that economic systems seek to answer
but there are three main ones.
ANSWER
The three main questions that all economic systems answer,
regardless of the type, are:
What to produce?
How to produce?
For whom to produce?
One disadvantage of the planned economy is that what the
government’s planning committee thinks people need are not what they
want and so the consumers are dissatisfied.
Also, there is a lack of variety for the people since mostly what is
necessary is produced.
Keep in mind that there are other advantages and disadvantages that
can be mentioned.
(D) GUIDING YOUR THOUGHTS
It is usual for questions to be set requiring comparisons of two or
more different things. The free market economy and the planned
economy are completely different. As you study the economic
systems, do a comparison in your minds in preparation for questions
like this.
I hope that you enjoyed the consideration of this week’s question.
Remember to read your textbooks on the areas that are related to the
questions.
ANSWER
Yvonne Harvey teaches at Glenmuir High School. Send questions and comments to
[email protected]
(i) In the free-market economy, the scarce productive resources are
owned by private individuals and private businessmen, while in the
planned economy the scarce productive resources are owned by the
government or state.
See you next week.
(ii) The free-market economy produces mostly luxury-type goods
and services that people can do without, as they are not necessary to
survival. The planned economy, however, produces goods and
services that are necessary to the well-being of the citizens of the
country or nation.
(II) GUIDING YOUR ANSWER
The question implies that there are only two sectors in a mixed
economy. However, there are others than the ones needed for this
question. Since the question is on economic systems, then the two
sectors of a mixed economy are clear.
(iii) In the free-market economy, the prices of goods and services
tend to be high as they aim to maximise profits. On the other hand, in
the planned economy prices are lower as they produce so that
everyone can afford the basic necessities.
ANSWER
(E) GUIDING YOUR THOUGHTS
The two sectors of a mixed economy are the private sector and the
public sector.
There are many way in which a question can ask for advantages and
disadvantages. Sometimes the terms merits and demerits are used, or
even pros and cons. All of these terms refer to the good and bad
things about the topic of discussion, respectively. When discussing
advantages and disadvantages, be sure to bring them out clearly,
indicating who the advantage or disadvantage affects.
(B) GUIDING YOUR THOUGHTS
Do you remember the terms and concepts that were considered at
the beginning of the syllabus? Those terms and concepts were to
introduce you to principles of business. Economy was one of the
terms. We discussed the term and indicated that it has the same
meaning as economic system.
20
ANSWER
One advantage of the free market is that what is produced is what
Nigel Holness, managing director, CIBC FirstCaribbean
International Bank, presents Shernette McClarthy, a
student of St Hugh’s High School, with chocolates at the
bank’s Valentine’s Day Customer Appreciation event. The
bank hosted its largest-ever Customer Appreciation Day
across 18 Caribbean countries.
YOUTHLINK MAGAZINE | FEBRUARY 26-MARCH 4, 2013
yl:principles of accounts
Sole trader
adjustments
ROXANNE WRIGHT
Contributor
BELOW IS a worked example. Please note the principles applied.
QUESTION
P. Williams is a manufacturer. The following balances were extracted from the books after preparation of
the manufacturing account for the year ended December 31, 2012:
SOLUTION
P. Williams
Trading and Profit & Loss Account for the year ended December 31, 2012
The following additional information should also be taken into consideration:
i. The stock of finished goods at December 31,2012, was valued at $4,300.
ii. Depreciation of the plant and machinery $2,040 has already been charged in the manufacturing
account. This depreciation figure was calculated wrongly and should have been $2,450. Appropriate
adjustments are to be made. [>1]
iii. Depreciation of furniture and fittings is to be at the rate of 10%.
iv. A debt of $150 is to be written off as irrecoverable.
v. The provision for bad debts is to be 5% of the adjusted balance for debtors. [>2]
vi. General expenses ($2,975), including an annual insurance premium of $60 of which $15 has been
paid in advance.
YOU ARE REQUIRED TO:
a. Prepare trading and profit and loss accounts for the year ended December 31, 2012.
b. A balance sheet as at December 31, 2012.
REASONING
To ensure that you keep on track with your study of principles of accounts our next presentation will be
on theory of double entry. You cannot afford to miss the lesson. See you then.
Roxanne Wright teaches at Immaculate Academy. Send questions and comments to [email protected]
YOUTHLINK MAGAZINE | FEBRUARY 26-MARCH 4, 2013
21
yl:mathematics
Exam questions
CLEMENT RADCLIFFE
Contributor
WILL, in this week’s lesson, present the solutions to questions similar to ones presented in the external
examinations. They are presented for your guidance and you are encouraged to keep these solutions for
your final review just prior to the external examinations.
I
Clement Radcliffe is an indepencent contributor. Send questions and comments to [email protected]
22
YOUTHLINK MAGAZINE | FEBRUARY 26-MARCH 4, 2013