Seaforth High School students arm wrestle during a peer mediation training workshop geared towards helping students understand how working together can result in positiv outcomes. Seaforth is one of six high schools participating in the programme. programme.
yl:biology The inheritance of blood groups also shows a discontinuous pattern. Each individual has a distinct blood group, there is no in-between.
The study of inheritance
Inheritance is how parents pass on their genes to their offspring. This follows a certain pattern which is known as the Mendelian pattern of inheritance. This pattern of inheritance can be worked out using genetic diagrams. This involves working out the expected offspring from the pairing of parents of known genotype. To do this, you will need to know the following: The phenotypes of the parents The genotype of the parents The genotypes of the gametes that both parents will produce This information can be used to produce the genotype of the offspring and from that their phenotypes. This set of offspring is called the F1 or first filial generation, if the males and females of the F1 are crossed, the F2 or second filial generation results. From these results, the ratios of both the genotypes and the phenotypes of the two generations can be worked out. These are worked out in diagrams known as Punnett squares.
(part 2)
MONACIA WILLIAMS WILLIAMS Contributor
H
ELLO AGAIN, students. How are you this week? I hope that by now you have developed a studying system and are up to date with your work. Last week, we looked at some of the words and terms that are used in the study of inheritance. This is one of the topics that has a language of its own and in order to understand the topic you must first learn the language. I invite you to read as many texts as you can so that the words become familiar and you gain confidence in using them.
Do not be afraid of any of this. Genetics is fun, once you get the definitions down! Next week, we will look at inheritance patterns using Punnett Squares. Monacia Williams teaches biology at Glenmuir High School. Send questions and comments to k er er r r y-ann.h epb e p b ur ur n n @ @g g l l e ean a n er er j m.c m.c o o m m
This week, we will continue by first looking at another word - homologous. It is used in reference to chromosomes. What does this word mean? A pair of chromosomes is said to be homologous if they: Are similar in structure Carry alleles of the same gene at the same locus Carry genes controlling the same characteristic in the same position Do you remember the question that you were asked in last week’s lesson? Let me remind you. Why is it necessary for the gamete to have half the chromosomes, of the parent? Have you figured it out yet? No, then let us have a try together! How is a new organism formed? In humans, it is by the combination of a female sex cell, the egg, and a male sex cell, the sperm. Humans have 46 chromosomes, so, if the egg had 46, and the sperm 46 then the new individual formed would have 46 + 46 = 92, the offspring from the next combination would have 92 + 92 = 184. Do you see where we would be heading? Look at the alternative; every time a sperm or an egg is produced, the chromosome number is halved, resulting in each having 23 chromosomes. When the sperm joins with the egg, 23 + 23, the offspring produced will have 46 chromosomes! What does this mean? It means that every organism produced by sexual reproduction has the same number of chromosomes as the parents put together from two different sets of chromosomes, one from the mother and the other from the father. It is these two sets of chromosomes that form the homologous pairs that we discussed earlier. The set of the chromosome from the mother is termed maternal and the set from the father is termed paternal. The formation of gametes by meiosis and their subsequent combination to form new offspring result in not all organisms of the same species even those with the same parents having the same genetic make-up. The difference maybe small or large and is known as variation. Variation is of two types: Continuous Discontinuous VARIATION VARIA TION
Continuou Cont inuouss variat variation ion occurs when there is no definite demarcation between the phenotypic expressions of the same characteristic, and there is a whole range of values from small to large. Height is an example of a characteristic which shows continuous variation. If you were to measure the height of each member of your year group and use these measurements to create a histogram, you would find that the histogram would show a normal distribution pattern, with the majority of the individuals falling in the middle around the mean. (See diagram). This is typical of continuous variation. Another example is foot size in humans. Characteristics showing continuous variation are usually affected by the environment. Plants that are genetically identical can show variation if there are differences in the soil, the amount of fertilizer or the amount of water the plants receive. discon onttinu inuous ous var varia iation tion,, there is no range; the characteristic is either present or absent. Examples are In disc tongue rolling, attached or free earlobes, presence or absence of horns in cattle. It is always a treat to test the tongue rolling characteristic on a class of students; non-tongue rollers, trying to roll their tongues, always guarantee much laughter!
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2011 YOUTHLINK MAGAZINE | MARCH 8-14, 2011
yl:geography
Exam questions (part 3) MAR ARJORIE JORIE HENRY Contributor
H
ELLO THERE, my young readers! How are things going with your internal examinations? I am cognizant of the fact that many of you just did or are now doing these. I do hope that the results will, indeed, be commensurate with the level of your preparation and capability, these I expect to be of
high standards. This week, I will focus on question three from the May 2010 examination paper. Here is that short question. (4 marks) marks)
(a) Draw a well-labelled diagram of the water cycle. (b) Describe four processes of coastal erosion.
(8 marks) marks)
(c)(i) With the aid of a diagram, explain how bay-head beaches are formed.
(6 mark marks) s)
(ii) Explain how river cliffs and slip-off slopes are formed at meanders.
(6 mark marks) s) TOTAL 24 MARKS
In reference to your geography syllabus, you would observe that the following specific objectives are
SOURCE: GENERAL CLIMATOLOGY - HOWARD J. CRITCHFIELD
tested in this question: The four processes of coastal erosion are hydraulic action, corrosion or abrasion, corrosion or solution 9. Describe water cycle.
and attrition.
11. Describe river and wave processes. Have you noticed the difference between part (a) of this question and the previous one? Remember that part (a) of the question tests practical skills. In question two you were given two maps as stimulus material. You had to study these maps to find the answers to the four short questions given. In this question, however, you are required to produce a diagram. This is something I had stated before in my general comments on what to expect on Paper 02 for the testing of practical skills. Please make sure that you go to
HYDRAULIC ACTION
This is a powerful agent of wave erosion and is especially active if the rocks of the coast have many cracks. It involves the sheer power of the water as it smashes into a cliff. Water is forced into the cracks, compressing the air and expanding the cracks so that particles or even large boulders are broken off the parent rock. The explosive force of trapped air operating in a crack is called cavitation.
the examinations equipped with whatever is necessary to do activities such as these. Take your geometry set, additional pencils and coloured pencils as well. You are also required to do a diagram in part (c) (i) of the question. In both instances, these must be neatly drawn, of reasonable size, the features the diagram
CORROSION/ABRASION
The eroded material may be carried outward by the backwash, but much of it is caught by the next breaker
shows must be clear, and the diagram must be properly labelled. For labelling, it is advisable to do block
and hurled against the shore. These materials are the tools for abrasion, another powerful method of wave
printing using a black-ink pen. Cursive writing is not encouraged for labelling diagrams.
erosion. The rock fragments act like erosive tools scraping and gouging the rock. Rock fragments moving across a rocky platform will scrape it smooth, rather like the effect of sandpaper on wood. This
In part (b) of the question, be very clear on the processes involved with coastal erosion. Do not confuse them with river erosion. In writing you answers, name the process then explain it. By so doing, you will gain the maximum mark for each process.
sandpapering effect is called abrasion. The discussion of the processes continues in the next lesson.
In part (c) (i) you are to use the diagram to assist you to explain the formation of bay-head beach. If you do not do a diagram, you will not be awarded the maximum points. If you do not write a paragraph, but
SOURCES OF REFERENCE:
choose instead to do a well-done diagram with clear annotation, this can prove adequate in answering the
Geoogr Ge graphy aphy for for CSEC - Nelson Thornes
question. Please note that for this question, you are not being asked for a general description of a beach but
Geoogr Ge graphic aphic Fundamen Fundamenttals - W. W. G. Stone, et al
rather, the formation of the bay-head beach.
Gener Gen eral al Ge Geogr ograph aphyy In Diagram Diagramss - R.B. Bunnett
Here is a simple diagram of the water cycle for part (a) of the question:
er r r y-a nn.h nn.h e epbur p bur n@ n@ g gl l e e a an n e e r r j m.c m.c o om m Marjorie Henry is an independent contributor. Send questions and comments to k er
2011 YOUTHLINK MAGAZINE | MARCH 8-14, 2011
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yl:information technology
nH g i s e d m a r g o r p d n a g n i v l o s m e l b o r P
NATALEE A. JOHNSON JOHN SON
(part 2)
Contributor
ELLO, STUDENTS. In this week’s lesson, we will continue to look at problem solving and program design.
A variable is a named location in memory that stores a particular value. This value may be changed during the execution of a program. Examples of variable names include ‘number’, ‘age’, ‘name’, ‘length’ and so on. You can have several different names, numbers, ages etc.
Steps in drawing the defining diagram using the first example we looked at in the previous lesson. 1. Identify the input (that is, the data that is given). The keyword, read, identifies the input as three numbers, that is, any three numbers. 2. Identify the output. The keyword, print, identifies the output as the total (or sum) of the three numbers. 3. List the processing steps. Here, we list all the actions that must be performed in order to get the desired results. For example: What do we have to do to the three numbers in order to print their total? 1. We must first get the numbers. 2. We must then calculate their sum. 3. We must then print the total. KEY THINGS TO NOTE 1. In the defining diagram, the actions must be in a logical, sequential order.
2. All the necessary actions must be explicitly stated. For example, the read action and the print action must not be assumed. 3. The processing section is not the solution to the problem. It is simply a list of the things that must be done in order to solve the problem.
EXAMPLE 2 Given three integers representing the age of three boys, respectively, write a program to find
their average age and also determine the age of the oldest boy. DEFINING DIAGRAM
A constant provides locations for storing data which do not change value during execution of a program. For example, if you were calculating the perimeter of a circumference, you will
need to include PI which is normally 3.17 in your calculation. In the formula, PI would remain constant. Dataa typ Dat typees: Variables typically store values of a given type. There are several data types but we will be focusing primarily on the following data types: integers, floating point (real), characters and strings. Intteger gerss In Used to store whole numbers (whether negative or positive) for example, 2,-6, etc.
Flo loat atin ingg point point /Re /Real Used to store real or fractional numbers for example, 2.5, 3.50 etc.
Charaacter Char erss Any single character in the ASCII set (a single character such as a letter of the alphabet or punctuation) for example, ‘A’.
Strin Str ingg A collection of characters such as a word, phrase or sentence for example, Mary.
ALGORITHMS An algorithm is a sequence of precise instructions for solving a problem in a finite amount of time. PROPERTIES OF AN ALGORITHM: It must be precise (exact) It must be unambiguous (in other words it must be clear) It must give the correct solution in all cases An algorithm must terminate or eventually end
PRACTICE QUESTIONS Use a defining diagram to answer the following: 1. A program is required to read two numbers. Calculate and print their difference.
2. A program is required to read the length and width of a rectangle. Calculate and print the
THE ALGORITHMIC STRUCTURE Every algorithm should have the following sections, in the stated order:
Header: Algorithm’s name or title
area and perimeter of the rectangle.
PROGRAM DESIGN After defining the problem, based on the steps of the problem-solving phase, you find a
solution to the problem. In finding a solution to the problem, you have to also analyse alternative solutions to the problems. When we are solving problems on the computer, this is done by representing the most efficient solution as an algorithm. Before we look at the term algorithm, there are some key terms you must first be familiar with. They are variables, constant and data types.
When you ask the computer to read two numbers, find the sum of the two numbers then output
the sum. When the computer reads the two values, it has to store them somewhere in memory. Similarly, it will have to store the value of the sum somewhere in order to provide an output to you, the user. These values are normally stored in what we call variables.
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Declar laraation: A brief description of the algorithm and variables used. That is, a statement of the purpose as well as initialisation of the variables. Body: Bod Sequence of steps Terminator: Terminat or: An end statement We have come to the end of our lesson. See you next week, when we will continue to look at algorithms. Remember, if you fail to prepare, prepare to fail. Natalee A. Johnson teaches at Ardenne High School. Send questions and comments to k e er r r r y -ann.h -ann.h e epbu p bu r r n n@ @ g g l l e e a a n ne e r r j m.c m.c o om m
2011 YOUTHLINK MAGAZINE | MARCH 8-14, 2011
yl:principles of accounts
Sole trader and adjustments ROXANNE RO XANNE WRIGHT Contributor
Hi students! Below is a worked example of a question. Pay attention to the principles applied.
WORKINGS
[w1]] [w1
Debtor Deb tors’ s’ bala balance nce x rate rate (200 (2007) 7) $16 400 x 5% = $820
[w2]] [w2
Debtor Deb tors’ s’ bala balance nce x rate rate (200 (2008) 8) $18 320 x 5% = $916
NB:
There is a balance of $840 in the Provision Account; therefore, we need to provide for another ($916 - 820) $96 in the Profit and Loss for 2008. [w3]] [w3
Debtor Deb tors’ s’ bala balance nce x rate rate (200 (2009) 9) $16 240 x 5% = $812
NB:
The balance in the Provision Account is more, that is, $916, we reduce the provision by ($916 - 812) $104 and charge this under Revenue in 2010 Profit and Loss Account. [w4] $600 x $0.30 = $180 Next week, our presentation will be a worked example to a fixed assets accounts question. See you then.
WORKED EXAMPLE
a. A trader decided to open the Provision for Doubtful Debts Account in 2008. The provision was to be 5% of debtors outstanding at each year end. You are required to prepare the Provision for Doubtful Debts Account for the years 2008, 2009 and 2010 from the following particulars: Debtors Balances at December December 31, 2007 $16 400 Debtors Balances at December December 31, 2008 $18 320 Debtors Balances at December December 31, 2009 $16 240
er r r y -an -an n.h n.h ep ep bur bur n@ n@ g gl l e e a a n n e er r j m.c m.c o om m Roxanne Wright teaches at Immaculate Academy. Send questions and comments to k er
b. From the following particulars, prepare the account for Henry in Harry’s Sales Ledger and balance off the account at the end of Harry’s financial year, which is October 31, 2010. 2010 Ma rc rc h 1 Ma rc rc h 2 9 Apri Ap rill 4 Junee 26 Jun Octob Oc tober er 31 31
Go od od s s up up pl pl ie ied t o H en en ry ry, $ 60 60 0 B al al an an ce ce o we wed p ai ai d b y ch eq eq ue ue Henr He nry’ y’s ch cheq eque ue re retu turn rned ed un unpa paid id du duee to la lack ck of fu fund nds. s. Letter Let ter fro from m Henr Henryy say saying ing he was una unable ble to sett settle le his deb debtt in ful fulll and and encl enclosi osing ng a payment of 30 cents for each $1 he owed. Harry Har ry dec decide idedd to wri write te off off the the rem remain aining ing sum as a bad deb debt.t.
SOLUTION
Campion’s champion Sekani Boxill intends to go all the way during the National Schools' Chess Championship urban area final at Ardenne High School, during which Campion defeated Ardenne 3-1. 2011 YOUTHLINK MAGAZINE | MARCH 8-14, 2011
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yl:mathematics
Vectors (part 2) CLEMENT RADCLIFFE RADCLIFFE Contributor
As we continue the review of vectors, we will begin with the solution to last week’s homework.
er r r y-a n.h n.h e ep p b b urn@ urn@ g g l le e a a n n e e rj rj m.c m.c o o m m Clement Radcliffe is an independen independentt contributor. Send questions and comments to k er
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2011 YOUTHLINK MAGAZINE | MARCH 8-14, 2011
yl:social studies
Human resources MAUREEN CAMPBELL
and services change. This change leads to unemployment in certain sectors of the economy. Structural unemployment then, is unemployment that occurs because there is an absence of demand for the workers that are available.
Contributor
H
UMAN RESOURCE RESOURCE is described by many as the scarcest and most crucial productive resource that creates the largest and longest lasting advantage for a country. It is believed to reside in the knowledge, skills and motivation of people. It is also the least mobile of the four factors of production, and under right conditions, it learns and grows better with age and experience, which no other resource can.
(3) Fric Fricttiona ionall unemployment unemployment This unemployment comes about from people moving between jobs, careers and locations. (4) Se Seasona onall Unemployment Unemployment Unemployment tends to be higher during certain times of the year as there are certain kinds of unemployment that tend to concentrate in a particular time of the year and are known as seasonal unemployment. Seasonal unemployment is most common in industries like tourism, hotel, catering and agriculture.
Human Resources, therefore, include the following: Skills Knowledge Methods Techniques Attitude and/or behaviour performance, results, fulfilment, well-being and other good outcomes. Why is there a need to develop human resources? It helps individuals to develop greater confidence, initiative, solutions-finding and problem-solving capabilities to enhance production. Developing the human resource makes individuals more self-sufficient, resourceful, creative and autonomous. This enables individuals to operate at higher strategic levels, which makes them more productive and competitive. People’s efforts produce bigger results. When people develop confidence and integrity, they automatically become more proactive, solutions-focused and responsive to needs. We all need to maintain and develop our value in the marketplace. Then we will always be in demand. The world is changing fast; individuals must be able to assess their capabilities and re-skill when necessary. FACTORS THAT CONTRIBUTE TO THE DEVELOPMENT OF HUMAN RESOURCES
The availability of money Perception by the individual to make money through employment Old employees die or retire at an increasing rate There have been new inventions or changes in technology. These create new demands and change the buying habits of a cultural group, causing employers to hire new employees with the required gifts and skills Food and nutrition/good health care system Education
UNEMPLOYMENT
The definition of unemployment as explained in
A Seaforth High School student in conversation with Mrs Daphne Reid, PAL PALSS Jamaica trainer,, during a peer mediation training workshop at the St Thomas school recently.The trainer recently.The training was provided under the Mutual Building Societies Foundation’s (MBSF) Centres of Excellence programme,which is aimed at transforming transforming the delivery of education in six rural high schools across Jamaica.The MBSF was established by Victoria Mutual and the Jamaica National National Building Building Society. Society. the dictionary of economics is ‘the state of an individual looking for a paying job but not having one’. Unemployment occurs when people face crises in job opportunities due to the unpredictable nature of the economy. an w i illin l lin g t o w o or r k an d u n na a bl b l e t o f ind ind w ork ork “ A m an i s, s, p erh erh ap ap s, s, t h he s ad ad d de e st st s igh igh t t h ha a t f or or t tu u n n e’s e ’s in eq eq u ual a l ity ity e x xhi h i bit bit s u nd nd er er t h hi i s s un” un” ~T hom hom a as C ar ar ly ly le le There are many factors which contribute to unemployment. The causes of unemployment depend not only on the prevailing conditions of economy, but also on an individual’s perspective. The causes of unemployment are varied and it may be due to the following factors: Rapid changes in technology Recession Inflation Disability Undulating business cycles Changes in tastes as well as alterations in the climatic conditions. This may, in turn, lead to decline in demand for certain services as well as products Attitude towards employers Willingness to work Perception of employees Employees’ values Discriminating factors in the workplace, which may include discrimination on the basis of age, class, ethnicity, colour and race. Discrimination is
5) Volun Volunttary unemploym unemployment ent This is where high benefits may encourage people to stay on benefits rather than try to get work. REDUCING UNEMPLOYME UNEMPLOYMENT NT
Framing economic policies /establishing new industries Improving labour mobility Developing skills and good work habits
evident almost everywhere. It is a common cause of unemployment, as many persons are discriminated against on grounds of race, UNDEREMPLOYMENT religion, class and ethnicity. It becomes very difficult to find a decent job under circumstances Underemployment can mean many things to of employment discrimination. Thus, earning different people, but when used correctly, it money for survival becomes of utmost difficulty means that: and, ultimately, they are forced to leave the country. 1) a person is working at a job for which he/she Job dissatisfaction: Meeting one’s satisfaction is significantly overqualified level is vital for self- retention and growth. There (2) a person is working part-time even if he/she are many people who take up jobs on temporary wants/needs full-time employment. basis. The reasons being family pressure, financial crises and experience. However, a The main reason for underemployment is a bad person who is not content with his job can never job market. Simply put, there isn’t enough work to continue it in the long run, because the individual go around to satisfy the high unemployment levels is either making a compromise with his pay scale across the country. or the nature of his job. Thus, job dissatisfaction becomes one of the specific reasons for ACTIVITIES unemployment. 1. Define the term human resources, unemployment, under unemployment. 2. Explain three types of unemployment. CATEGORIES OF UNEMPLOYMENT 3. Identify and explain three causes of (I) Cycl Cyclica icall unemplo unemploymen ymentt unemployment in your country. Cyclical unemployment goes hand in hand with 4.Outline four reasons why employment is the business cycle or the trade cycle. The demand necessary in a country. for labour increases when the economy is in the 5. As the prime minister of your country, suggest boom phase. When the economy passes though a three ways in which you would/could create recession, the demand for labour contracts and the employment. surplus is released as the unemployed labour force. (2) Stru Structur cturaal unemp unemplo loym ymen entt This occurs when the demand for certain goods
2011 YOUTHLINK MAGAZINE | MARCH 8-14, 2011
Maureen Campbell Campbell teaches at St Hugh’s High School. Send questions and comments to k er er r r y-ann.h e pb e pb ur ur n n @ @g g l l e ean a n er er j m.c m.c o o m m 17
yl:officee administation yl:offic
Test yourself!
I’ll need it again next Monday morning (early please), together with the file on first quarter sales.’ Gyl Cowley (2 marks) (ii) Some office records have been computerised and the original copies of stored records are no longer requested. They are occupying mu much-needed st storage sp space. (2 ma marks) (iii) The file clerk was absent from work for one day and, upon retu re turn rn,, she she disc discov over ered ed six six Out Out Car Cards ds on on her her desk desk.. (2 mar marks ks)) (iv) The file for the MacLeod advertising account has been r eq eq ue ues te ted an an d t he he cl cl er er k i s u na nab le le to to lo lo ca ca te te itit . (2 ma ma rk rks ) 3.(a) List four ways in which the annual general meeting is different from the departmental meeting. (4 marks) (b) The secretary of a company has circulated the minutes of the last departmental meeting. (4 marks) (c) Toni Kreese who lives at 36 Nuken Street, Midtown, St Vincent, visited The Silver Seal Company at 334 Salines Point, Kingstown, St Vincent, to conduct some business matters. The receptionist was discourteous to members of the public and also Ms Kreese. As Toni Kreese, write a letter to the manager of customer services at the company and include the following details: (i) Ap Appropriate ad address an and le letter fo format. (2 ma marks) (ii)) A brie (ii brieff descr descript iption ion of the the even events ts that that too tookk plac place. e.
(2 mark marks) s)
(iii) Two reasons for the importance of good relations between the organisation and members of the public. (2 marks) (iv) Two appropriate forms of conduct that should be practiced by members of staff. (2 marks) 4.(a) List three duties that may be performed by the sales clerk when a new product is being promoted. (3 marks) (b) List two pieces of equipment that may be used in preparing promotional material for the new product. (2 marks) (c)(i) State one purpose of the advice note.
(From left):Marsha Lumley, Kamal Powell Powell and Safia Cooper are among the throng at the Bacchanal Jamaica Jamaica fete, held at Mas Camp,Oxford Road,New Kingston, on Friday, Friday, February 25. (b) List three elements elements in the communication process.
HYACINTH TUGMAN TUGMAN
(3 marks) marks)
Contributor
H
I, STUDENTS! Let me hope that you are in high gears with your preparation for the upcoming examinations. I have
2.(a) State three qualities that an efficient receptionist should possess. (3 marks)
prepared some questions for this and the next lesson from a
CXC past paper. Try to attempt all questions and consult with your teachers for the more difficult ones. 1.(a 1. (a)( )(i) i) Wh What at is is mea meant nt by by the the te term rm ‘w ‘wor orkk att attit itud ude’ e’?
(1 mar mark) k)
(ii) List three factors that may influence an employee’s attitude towards work.
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(3 marks)
(b) List four ergonomic factors that would contribute to the efficiency of persons who work in the reception area. (4 marks) (c) State two actions that a file clerk should take in each of the following situations: (i) The following note was attached to a file that was returned by the sales manager: “I’m returning this file as I’ll be out of the office for a few days, but 2011 YOUTHLINK MAGAZINE | MARCH 8-14, 2011
(1 mark)
(ii) Suttons Printers Inc. received an order from Capable Professional Services Ltd. of 367 Harts Place, Arima, Trinidad, WI for the following items: 20 - 2006 Executive Planners EP2006YZ @ $10.00 each 30 - 2006 Desk Diaries DD2006LC @ $5.00 each 200 - 2006 Day Planners DP2006NB @ $3.00 each 500 - 2006 Bookmarks @ $.50c each 5% discount is applied to all orders over 100 items. Prepare an advice note.
(9 marks)
Until next week, have a productive week. Hyacinth Tugman teaches at Glenmuir High School. Send questions and comments err r r y-a nn.h nn.h e epbur p bur n n@ @ gl g l e ean a n er er j m.c m.c o om m to k e
yl:english language NATA ATASHA SHA THOMAS-FRANCIS THOMAS-FRANCIS Contributor
H
ELLO, ALL. I hope you are not getting too anxious as the examination period nears. You just need to stick to your study schedule, take some time to relax and you should be prepared when you sit your examinations. As I promised last week, we are going to analyse a poem. So, take a look at the following: An O l ld J am am ai ai c ca a n W o om m a a n Th i nk nk s Abou Abou t t h he H er er e ea a f f t t e e r r What would I do forever in a big place, who have lived all my life in a small island? The same parish holds the cottage I was born in, All my family, and the cool churchyard. I have looked up at the stars from my front veranda and have been afraid of their pathless distances. I have never flown in the loud aircraft nor have I seen palaces, so I would prefer not to be taken up high nor rewarded with a large mansion. I would like to remain half-drowsing through an evening light watching bamboo trees sway and ruffle for a valley-wind to remember old times but not to live them again; occasionally to have a good meal with no milk nor honey for I don’t like them, and now and then to walk by the grey sea-beach with two old dogs and watch men bring up their boats from the water.
Poetry analysis (part 2)
used in the poem. One such is “watching bamboo trees sway and ruffle for a valley-wind ...” Can you identify any others? How do these images present the way the old woman feels about her life here on Earth?
LOOK FOR PARTICULAR WORDS AND PHRASES AND EX AMINE THEIR EFFECT. Let us look at the words ‘cottage’ (line 3) and
‘mansion’ (line 11). The word ‘cottage’ suggests a simple, small dwelling, and the word ‘mansion’ implies a huge, fancy house, the occupants of which are most likely wealthy. Wouldn’t you say that a contrast has been set up between the small dwelling in which the old lady lives and the large multi-roomed place which she envisions? These two words speak to the lady’s comfort zone and her
with the simplistic life she now has, and is daunted by
Bible; such as a mansion, milk and honey, forgiving
the prospects of a wealthy existence somewhere else.
her debtors and loving her neighbours. These references speak to her perception of the ‘Hereafter’,
LOOK FOR MEANINGS BELOW THE SURFACE In order to look for meanings below the surface,
and some are linked to her apprehension about going there.
fears.
EXPLORE POETIC DEVICES USED BY THE POET Can you identify any poetic devices in this poem?
One such is onomatopoeia - ‘ruffle’, referring to the
you would need to identify the Biblical allusions in
LOCATE THE USE OF IMAGERY IN THE
movement of the wind through the trees. It suggests
the poem. The persona (who is the old woman)
POEM - NATURAL, HOMELY IMAGES There are several natural and homely images
a light breeze rather than a storm. The old woman
makes several references to things found in the
enjoys seeing this image.
IDENTIFY THE TONE AND MOOD OF THE POEM Although the old woman is somewhat
apprehensive about the changes to her lifestyle that
For all this, for my hope of heaven, I am willing to forgive my debtors and to love my neighbour...
she believes will occur when she dies (implied in stanza one), she is not completely afraid. Did you observe the humour in the last two stanzas? She is
although the wretch throws stones at my white rooster and makes too much noise in her damn backyard. B y A.L. H e end n d ri ri ck ck s s
willing to forgive and love in order to get her hopes of the life she wants to live in Heaven, despite the fact that she has a neighbour who provokes her! For the most part, the tone in this poem is reflective.
I hope that you read this poem at least twice. Now, let us go through the analysis guideline I gave you last week, to seek to understand this poem.
GIVE A PERSONAL RESPONSE TO THE POEM Think about these questions: What did you think
UNDERSTAND WHAT THE POEM IS ABOUT Do you remember the five broad categories under
about this poem? Did you enjoy the poem? Why or why not? Do you share the same fears that the old
which a poem may fall? This poem falls under the
woman has about the ‘Hereafter’? Are your thoughts
category of ‘People’. The poem is about an old
different? In what way?
Jamaican lady who is thinking about her life after she would have died. Even if you did not get this
Having applied the guideline, I want you to share
meaning from reading the poem through once, you
this poem with another classmate. Discuss all the
should have picked it up when you looked at the
pointers that have been given in this lesson and
Old Jama Jamaic ican an Woman Woman Thinks Thinks About About the the title, An Old
then try to analyse another poem on your own.
Herea Her eaffter er.. Clearly, this woman is still alive, as she says “I would like ...” (line 12), indicating that she has some opinions/hopes about the things she would and would not like to experience when she goes to the ‘Hereafter’. She seems to be contented
All the best! Blessings!
(From left): Northern Caribbean University students Terrence Sterling, Rhodrey Show, Show, Oshondo Johnson and Orville Patterson are deep in concentration during a Microsoft seminar at the Faculty of Law, University of the West West Indies, on Friday, Friday, February 25. 2011 YOUTHLINK MAGAZINE | MARCH 8-14, 2011
Natasha Thomas-Francis Thomas-Francis teaches at Glenmuir High School. Send questions and comments to k er er r r y-an n.h n.h e ep p bur bur n@ n@ gl gl e ea a n nerj e rj m.c m.c o om m 19
yl:principles of business
Management information 1 systems G YVONNE HARVEY HARVEY
CHALLENGES OF MIS
Contributor
. The cost of setting up and maintaining MIS. Since the system involves the purchasing of costly computers, the maintenance of these computers and the cost of security systems, the capital outlay can be very high and can initially be a hindrance to its use in organisations.
REETINGS! THIS week, we are going to be looking at the concept of management information systems (MIS) in organisations, the benefits of such systems, and the challenges in using them.
2
. The high cost of training. Managers must be trained to use the systems, therefore, the overall cost of human resource development increases.
At this point, it would be good for us to examine the terms data and information. Data refers to raw facts while information refers to processed data. For example, 2, 4, 6 and 8 may be considered as data or raw facts and, as such, have very little meaning, if any. However, if we process these figures by, say, averaging them, we will get the answer 5. The average has much more meaning and is, therefore, more useful to us.
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. Human error. Human error can affect the efficiency of the system. This means that human error can result in problems which can cause time to be lost and, eventually, profits to fall.
4 5
. Often, too much information is supplied. Too much information can be just as harmful as too little.
In the past, managers spent days, months even, waiting for data to be processed into information in order to
. Information is not timely sometimes. This means it is not always on hand when it is needed. Information that is too late cannot be utilised effectively.
make important decisions. This has changed somewhat in recent times because of the availability of information systems.
Okay, now you can work on this essay-type question.
MIS refers to any computer-based system that provides timely and accurate information for managers to use in decision making and the management of an organisation. BENEFITS OF A MIS
1
. Saving of time, money and labour. Since the computer is used, the time spent in overall decision making to the actual project completion is normally reduced. It is often said that time is money, so, if time is saved, money is also saved. Labour costs are saved because routine tasks which would, in the past, be done manually are now done by the computer. Less labour is therefore, employed, reducing wages.
(a) What is a management information system (MIS)? (2 mark marks) s)
Joylene Griffiths-Irving Griffiths-Irving (left) unleashes her inner inner tiger, tiger, much to the delight delight of her boss, Bruce Bowen,and a very startled Fae Ellington. information that will ultimately lead to
techniques with the aim of doing better
qualitative and quantitative
than them.
improvements in production as well as provide information which will allow for improvements in marketing techniques such as advertising and sales
2
marketing techniques and profit margins. MIS provides
20
made. This is because it is a computer-based system which
promotions. Production and marketing
tends to be accurate.
improvements will most likely transfer into increased profit margins.
5
. Decisions are able to be made at all levels in the business.
3
. Increased competitiveness. MIS
. Improvement in production and
4
. Less likelihood of errors being
enables managers to access information on their competitors.
They can study their competitors’
Decisions can be made by top-,
middle-, and lower-level managers. It is also useful for other employees in the organisation.
6
. Improved communication within the organisation. This is so, since the information is most of the times clear and accurate, two elements of good communication.
(b) List two groups in an organisation that benefit from MIS. (2 mark marks) s) (c) Explain four reasons why MIS is marks) valuable in an organisation. (8 marks) (d) Discuss four challenges of a MIS. (8 mark marks) s) Tottal marks: 20 To 20
7
Next week’s lesson will focus on the economic, social, psychological and physiological needs that are satisfied through employment. Enjoy the rest of the week and remember to get enough rest and exercise.
Let us now consider the drawbacks or the challenges of MIS.
Yvonne Harvey teaches at Glenmuir High School. Send questions and comments to k e e rr rr y -a -a nn.he nn.he pbu pbu r rn n @ @gl g l e e an an er er j m.c m.c o om m
. Managers are assisted in carrying out their management functions, for example, planning, controlling, directing and so on. It also improves the efficiency of the functional managers within the organisation.
2011 YOUTHLINK MAGAZINE | MARCH 8-14, 2011
yl:chemisry
Kerry Moxam, public relations officer at Claro, and Andrew Andrew Balbour, Balbour, Claro’s events and promotions manager, manager, gather with the Under-17 Reggae Boyz, Boyz, after giving them a pep talk following their 2-0 loss to the United States during the semi-finals of the CONCACAF Championships in Montego Bay recently. recently.
The mole and chemical equations FRANCINE FR ANCINE TAYLOR-CAMPBEL TAYLOR-CAMPBELLL
QUESTION 2 Sodium reacts with ethanol at room temperature and pressure
Contributor
W
E WILL continue to look at questions involving the mole and its
according to the following equation:
application to chemical equations.
2 Na(s) + 2 C2H5OH (l) == 2 C 2H5ONa (s) + H 2 (g) What volume of hydrogen at r.t.p. can be produced when 11.5g
QUESTION 1 2 moles of sulphuric acid react with 1 mole of sodium carbonate to
sodium react with excess ethanol?
(2 mks)
form a salt, water and carbon dioxide. (i) Write a balanced equation for this reaction.
(2 mks)
First, we must determine how many moles of sodium are present.
(iii) Calculate the mass of the salt formed when 10.6g of sodium
Molar mass of Na = 23g thus 11.5g = 11.5/23 = 0.5 mol Na
carbonate are used in the reaction. (Relative atomic mass:
Based on the equation, 2 mol Na gives off 1 mol H2 gas (2:1 ratio)
Na = 23, C = 12, O = 16, S = 32, H = 1)
(2 mks)
ANSWERS 1. (i) 2H2SO4 + Na2CO3 == NaHSO4 + H2O + CO2
(ii) An acid salt is formed since it contains hydrogen ions (using the (iii) Molar mass of Na 2CO3 = (23*2) + 12 + (16*3) = 106 g 10.6g of Na 2CO3 = 0.1 mol (10.6/106) Based on the equation, 1 mol Na2CO3 produce 1 mol of salt Therefore, 0.1 mol Na2CO3 produce 0.1 mol NaHSO4
QUESTION 4 A sample of calcium carbonate is heated to constant mass. Write an equation to represent this reaction.
Calculate the mass of solid residue that would be obtained if 10g of calcium carbonate were heated. (5 mks)
Thus, 0.5 mol Na will produce 0.25 mol H 2 1 mol H2 at r.t.p. == 24 dm 3
mole ratio given only an acid salt could be formed).
21g of NaHCO3 = 0.25 mol = 21/84 Based on the equation, 2 mol of NaHCO 3 produce 1 mol CO2 Thus 0.25 mol NaHCO3 will produce 0.125 mol CO2 3 At r.t.p. 1 mol CO 2 has a volume of 24 dm 3 0.125 mol CO2 = 0.125 x 24 = 3 dm
(2 mks) ANSWERS
(ii) Is the salt formed an acid salt or a normal salt? Give a reason for your answer.
ANSWERS 2NaHCO3 (s) ==== Na2CO3(s) + CO 2 (g) + H2O (l) Molar mass of NaHCO3 = 23 + 1 + 12 + 16*3 = 84g
0.25 mol H2 = 0.25 x 24 = 6 dm3.
QUESTION 3 Sodium carbonate, carbon dioxide and water are produced when
sodium hydrogen carbonate is heated. Write an equation for the reaction. What is the maximum volume of carbon dioxide that could be
Molar mass of NaHSO4 = 23 + 1 + 32 + 16*4 = 120g
produced at room temperature and pressure on heating 21g of
Mass of 0.1 mol of NaHSO 4 = 0.1 x 120 = 12g
sodium hydrogen carbonate?
(4 mks)
2011 YOUTHLINK MAGAZINE | MARCH 8-14, 2011
ANSWERS (i) CaCO3 (s) CaO (s) + CO2 (g) (ii) Mr of CaCO3 = 40+12+(16*3) = 100 g; #mol in 10 g = 10/100 = 0.1 mol CaCO3. Based on equation, CaCO3 reacts to produce CaO (solid) in a 1:1 ratio Hence #mol of CaO formed = 0.1 mol Mr of CaO = 40+16 = 56
Mass of 0.1 mol = 56*0.1 = 5.6 g CaO Francine Taylor-Campbell Taylor-Campbell teaches at Jamaica College. Send questions and comments comm ents to k e er r r r y -ann.h -ann.h e epb p b ur ur n n @ @gl g l e ean a n er er j m.c m.c o o m m 21
yl:history
yl:english literatre
Peasantry
b. The Imperial Department of Agriculture suggested suitable crops to be grown in the different islands. It also aimed at introducing new crops in areas where sugar was not the ideal crop.
DEBBION HYMAN
c. Botanical gardens were established to experiment with new varieties of seeds and to demonstrate new farming methods to small farmers, distribute plants and seeds and organise courses in agriculture.
Contributor
WHAT IS PEASANT FARMING? Peasant farming describes smallscale farming for subsistence as well as for cash sale in the market. Initially, small famers in the British Caribbean produced crops for domestic use as well as for sale in the market. However, after 1860, these farmers began to export their crop. REASONS FOR ALTERNATIVE CROPS
1. Peasant farmers were able to cultivate new crops as no large amount of capital or expensive equipment was required. Land was available and small plots of land could produce favourable yields. Markets were available locally and abroad for the sale of these crops. 2. After 1834, small-scale agriculture grew out of the free-village movement as free blacks were determined to leave the sugar estate. Ex-slaves wanted to become independent of estate labour and to earn a living from the cultivation of small crops. 3. The decline of the sugar industry during the 19th century led to the cultivation of alternative export crops. Blacks needed to find new ways of earning a living. These new crops developed fastest from the 1890s when sugar prices slumped. HOW EX-SLAVES ACQUIRED LAND
1. Ex-slaves pooled their resources to buy land (in the case of British Guiana). 2. Ex-slaves squatted on Crown land. 3. Land speculators sold land to exslaves. 4. Planters sold unused estate lands to ex-slaves. 5. The missionaries in Jamaica assisted ex-slaves to acquire land. GROWTH OF PEASANTRY Peasant farming was confined to territories where land was available for ex-slaves to acquire land. Large territories such as Jamaica, British Guiana and Trinidad had land available so ex-slaves were able to develop peasant farming. However, in these territories, sugar was the main export 22
crop. In the Windward Islands, sugar became unprofitable, so new crops were cultivated. Land was available in the hills of the Windward Islands for cultivation of these new crops. In Antigua, St Kitts and Barbados the scarcity of land made it difficult to withdraw from plantation labour. The peasantry was slow in developing in these areas. The Royal Commission of 1896-7 made a number of recommendations encouraging the development of small crops cultivation in the British Caribbean. THE 1896 ROYAL COMMISSION 1. Small farming was encouraged and there was the suggestion of a land settlement scheme. In addition, there should be the creation of banks to provide financial assistance to farmers.
2. Diversification of crops, especially fruits. 3. There should be the establishment of agricultural departments and agricultural education in schools to help with the scientific cultivation. 4. There should be the improvement of communication, in particular, with the steamers from New York. GOVERNMENT POLICIES AND PEASANTRY
d. Government grants and loans were provided to improve the steamship service between Canada, the United States and the West Indies. For example, the government gave £20, 000 to Elders and Fyffe to carry 40, 000 bunches of bananas to England every fortnight. This assistance was to enable fruits and other foods to be transported quickly to the markets. e. The price of land was reduced to encourage small farmers to purchase land for the cultivation of new export crops. NEW CROPS NEW 1. Rice 2. Bananas 3. Limes 4. Sea Island Island Cotton 5. Cocoa 6. Arrowroot 7. Rubber 8. Coconuts
TERRITORIE ERRITORIES S British Guiana Jamaica Dominica, St Lucia Montserrat, Montse rrat, St Vincent Trinidad, Grenada, St Lucia, Dominica St Vincent Trinidad, British Guiana Trinidad, Nevis
SOCIO-ECONOMIC CONTRIBUTION CONTRIBUTIONS S
a. In the 1860s, the colonial office began to encourage local governments to allow black farmers to acquire land in Trinidad. Sir Arthur Gordon took the lead in 1868 by beginning the sale of Crown land to free men at low prices. In British Guiana, the price of land was reduced so more blacks were able to acquire land. In other colonies, farmers were encouraged to buy wasteland from uncultivated plantations. In Grenada, sugar cultivation was abandoned, so the number of small farmers increased by 1910. In Jamaica, the number of small farmers doubled in the period 18601910. In St Vincent, abandoned estates were given to arrowroot farmers. This was the colonial government’s efforts to provide land to farmers through a landsettlement scheme.
OF THE PEASANTRY
1. The establishment of banks encouraged small farmers to save money earned from the sale of crops. Perhaps, later, this money was used to buy new equipment or more land. 2. The peasant farmer class grew in number and importance, as sugar plantation agriculture declined so peasant production became vital to the economies of many territories, particularly in the Lesser Antilles. 3. Peasant farmers were able to improve their standard of living from the income earned from the sale of new crops. Debbion Hyman teaches at St Hugh’s High School. Send questions and comments to k er er ry-an ry-an n.h n.h e ep p bur bur n@ n@ g gl l e e a ane n e r r j m.c m.c o om m
Fences BERYL CLARKE Contributor
T
HIS PLAY PLAY, Fenc ences, es, although set in the United States, is one that is easy for us to understand and even to identify with, as it deals with ordinary, everyday concerns and situations, as is obvious in Act 1 Scene 2. Rose hangs out the clothes she must have washed, Troy puts on the coffee, Rose speaks of fixing breakfast, they talk about playing the numbers - both of them giving their individual opinions - a brief reference is made to the fact that Troy has to go to the commissioner’s office and about the absence of their son, Cory. All of this seems to point to the fact that this couple seems to have a good relationship. It is also clear, though, that Troy is opinionated, perhaps exceptionally so on this occasion, and this causes his wife to wonder whether he is worried about having to go to the commissioner’s office. He expresses a view on every topic that is raised and that is why Rose suggests that he drinks some coffee... “See if that straighten you up...”. The idea suggested here is that it will put him in a better mood. Earlier, we met Troy’s son, Lyons, and saw how he interacted with his father and stepmother. When we meet Gabriel we are given further insight into the character of the couple. Before we proceed, I would like to suggest that you think of possible reasons for the playwright’s use of this name. I believe you have met the name Gabriel in the Bible. He is the one who made announcements of impending events that were of tremendous importance to the Christian faith. Gabriel, in this play, is a war veteran. He had been severely wounded in the interest of his country and carries a metal plate in his head as a result. Not surprisingly, Gabriel does not have sound mental capacity but appears to be pleasant and happy. Rose treats him with warmth and courtesy, as she does Lyons, which leads one to the conclusion that she is naturally an affectionate, kind and civil person. Gabriel, like his brother, brings singing to the stage. The stage directions tell us that he has an old trumpet tied around his waist and believes that he is the Archangel Gabriel. In addition, he
2011 YOUTHLINK MAGAZINE | MARCH 8-14, 2011
carries an old basket in which he has put fruits and vegetables that had been thrown away. These he tries to sell. An audience, seeing this, would consider him to be mentally disturbed or, as we say in Jamaica, ‘mad’. While we may find what he has to say humorous, don’t you also feel sad at what has happened to him? He is not using expletives and he is not abusing his family. One could even say that his fixation on Christian beliefs is a good thing, but do you think he really has gone to heaven and has had breakfast with St Peter? We can see, therefore, that his grasp on reality is very feeble – the result of the war injury. Do notice that his family, including Lyons, accepts him as he is and treats him well. We must also pay attention to the fact that Troy feels guilty that he, a grown man, has had to use Gabriel’s demobilisation money to buy the house in which they live. It bothers him a great deal and we know this for Rose says “Is you fixing to go into that again?” Obviously, this is a topic over which Troy has lamented (showing how much he has changed since his youth) while his wife has tried to console him with the view that not only was his brother unable to manage the money, but that he, Troy, had taken good care of him. Their genuine concern for him is brought to the fore when they talk about his going to live at Miss Pearl’s house and that he is not eating well, and whether he would or would not be better off in the hospital. There is even a sense of futility in... “What you want me to do about it, Rose? I done did everything I can for the man. I can’t make him get well. Man got half his head blown away... what you expect?” By the way, what reason do you think there is for Troy to mention the amount of money that was paid out to Gabriel by the army? In our next lesson, we will ‘see’ Cory on the stage so please make sure to read on. Take care of yourself and your possessions - text and notebooks included - and God bless! Beryl Clarke is an independen independentt contributor. Send questions and comments to k e err r r y -a -a nn.he nn.he pbu pbu r r n n@ @ gl g l e ean a n er er j m.c m.c o om m
