yl:mathematics

CSEC questions
CLEMENT RADCLIFFE
Contributor

WILL, IN this weeks lesson, present the solutions to questions taken from the Caribbean Secondary
Education Certificate mathematics papers one and two. They are presented for your guidance and you are
encouraged to keep these solutions for your final review just prior to the external examinations.

You now need to do additional work from your textbooks and past papers. This practice will ensure that
you are adequately prepared for the external examination.
Clement Radcliffe is an independent contributor. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

12

YOUTHLINK MAGAZINE | FEBRUARY 22-28, 2011

yl:social studies
MAUREEN CAMPBELL
Contributor

OPULATION CENSUS may be

defined as the procedure of
systematically collecting,
compiling, evaluating, analyzing and
publishing demographic, economic and
social data, pertaining to all persons in
the country at a given time.

This is further emphasised in the

Population and Housing Censuses
Handbook of the United Nations, 1992.
A population census, by the definition
customary today, is a complete process
of collection, reception, assessment,
analysis, publication and distribution of
demographic, economic and social data
which relate, at a given moment in time,
to all the residents of a country or of a
well-defined partial geographic area.

Population
statistics

There are various sources of

population statistics: the national
census, Registrars Generals Office;
Office of Naturalization; records of
religious institutions such as marriage,
baptism and christening certificates.

ACTIVITY

PURPOSE OF THE CENSUS

Census information is used by

governments, businesses and industries,

PRIVACY AND CONFIDENTIALITY

SOURCES OF POPULATION
STATISTICS

The population census is the most

detailed source of information on the
population at all geographical divisions,
from the national level to small localities
and neighbourhoods in the cities, as
well as small population groups.

WHO USES CENSUS DATA?

Everyone should willingly participate

in a census as it is very vital that
decision makers have accurate statistics
when making policies that will shape our
countrys future. For this reason, we
should cooperate with persons
responsible for carrying out the census.
The answering of census questions is
more than a civic responsibility; it is
required by law.

The individual is protected because of

the confidentiality placed on the
personal information provided by
respondents, while, at the same time, it
requires their mandatory participation.
All employees take an oath of
confidentiality. Information from all
questionnaires is combined and the
analysed data is released to the public
only in the form of statistics that do not
identify individuals. The census is one of
the most important sources of
information that provides a basis for the
official statistics of the country.

The population census is, therefore, a

special, widespread activity which is
usually conducted once a decade in the
entire country. The purpose of the
census is to collect information on the
entire population in order to present a
full and accurate picture of the countrys
population, its living conditions and its
demographic, social and economic
characteristics at the level of area and
neighbourhood.

The main purpose of the census is to

gain information on population
development, population structure,
households and living conditions and
others. This type of information is
impossible to collect in any other way
for such an elaborate and far-reaching
purpose. The census is, therefore,
providing much-needed data on
ourselves as a society. It is not an
activity for statisticians, but for society
itself, since the information on the forms
is used by decision makers to determine
the countrys future.

SHOULD I PARTICIPATE IN A
CENSUS?

Shadelle Hill (left) accepts a $100,000 netball scholarship from Charmaine Lawson, executive assistant at
Supreme Ventures Limited.
social organisations, and countless
other agencies and individuals.
The government uses data from
decennial censuses to decide where to
allocate funds for community
programmes and services, such as
education programmes; housing;
community development; health-care
services; job training and provision;
public transportation; youth services;
hospitals and security services, to keep
citizens safe and happy. Also, to build
needed infrastructure and many more

essentials. It is also used as data to plan

policies on economic and social
programmes.

OTHER USERS OF CENSUS DATA

Business and industries use the
census data to analyze markets for their
goods and services, or to select new
retail or manufacturing sites. These
activities often lead to the creation of
new jobs. It also helps to reduce
financial risk, and businesses are able to
determine the marketability of potential

products and come up with products that

citizens are demanding.
The health-care sector uses the
census data to forecast health-care
needs and projected costs. This will also
be needed for the selection of sites for
hospitals and clinics. Census
information also helps in times of
disasters such as hurricanes, floods and
earthquakes. The census data can be
used to tell rescuers and government
bodies how many people will need their
help in an area.

YOUTHLINK MAGAZINE | FEBRUARY 22-28, 2011

1. Define the concept of census.

2. State five forms/types of
information that may be obtained from
a census.
3. Identify three groups that use the
census data and explain how and why
it is used by each group.
4. Explain why it is necessary for each
individual in a country to participate
in the census data collection.
5. How often is census data collected
in most Caribbean countries?
6. Identify three ways in which data
related to the population may be
obtained other than via the census.
Maureen Campbell teaches at St Hughs High
School. Send questions and comments to
kerry-ann.hepburn@gleanerjm.com

13

yl:information technology

(part 3)
developments (without first being reprogrammed). An expert
system is, therefore, no substitute for human intelligence.

HARDWARE

m Sensors
m Process controls

SOFTWARE

m Simulation software
m Software for the expert systems

A MEDICAL EXPERT SYSTEM HAS THE FOLLOWING

ADVANTAGES:
m It gives support in making decisions about which a
doctor may be doubtful because of a lack of knowledge or
lack of experience.
m It can help experts arrive at an accurate solution much
faster.
m It can show the concepts it uses to arrive at its
conclusions.

Trends in technology

NATALEE A. JOHNSON

14

Contributor

ELLO, STUDENTS. In this week's lesson, we will conclude

looking at current trends in technology.

COMPUTER-AIDED ENGINEERING (CAE)

CAE systems analyze engineering designs produced by CAD
systems by simulating a variety of conditions to see if the
design actually works. CAE features are found in most CAD
packages. Two CAD/CAM/CAE packages currently in use are
Unigrapics and hyperMill.

EXPERT SYSTEMS
Consider what happens when you go to the doctor. The
doctor asks you a few questions and runs a few tests then uses
the information obtained from these to make a diagnosis.
Doctors can do this because their minds act as a sort of
database that has information about which symptoms
correspond to which illnesses.

DEFINITION:
Expert system is software that imitates experts such as
doctors by comparing responses to certain questions to those
in a database in order to make a diagnosis or recommendation.
An expert system is useful in providing support for making
decisions and can also 'suggest' alternatives or other issues to
be considered.
It consists of two parts: the knowledge base and the
inference engine. The knowledge base contains a large volume
of information in a particular field - for example, the different
types of diseases, symptoms and possible treatments. The
inference engine of an expert system analyses the input data
using 'reasoning' methods and the knowledge base to arrive at
a conclusion. It also provides the user with an explanation of
how it arrived at its conclusion by showing the concepts that
are used.

ADVANTAGE

m Expert systems do not make biased decisions or incorrect

decisions based only on the information supplied.

DISADVANTAGES

m An expert system is incapable of making moral

judgements.
m They are limited to certain areas of expertise and cannot
adapt as a human would in light of new medical

IT ALSO HAS THE FOLLOWING DISADVANTAGES:

m It lacks intuition which is sometimes vital in decision
making.
m It cannot learn from mistakes
m It could have disastrous effects if used by unqualified
individuals.

ROBOTS
Robots are
computercontrolled
machines that
include functions
such as
locomotion,
mobility, grasping
and recognition. A
robot's central
processor might
be a microprocessor
embedded in its
shell, or it might
be a supervisory computer that controls the robot from a
distance. In any case, the processor is functionally identical to
the processor found in a personal computer, a workstation or a
mainframe computer.

ADVANTAGES

m Robots are excellent at performing repetitive tasks that

require high precision and accuracy.
m They can perform more work with fewer errors, and they
don't get sick, complain or take strike action.
m Robots are also able to operate in extreme environments
where it might be difficult or impossible for human beings to
operate.
m Specialised robots have been developed for a number of
tasks.
m Remotely operated vehicles (ROVs) are able to perform
tasks such as searching for and recovering ship and plane
wreckage, specialist scientific studies and the burial and
repair of underground telecommunication cables.
m Other robots clean up hazardous waste sites and handle
wastes that might be too dangerous for humans.
m Robots decontaminate and dismantle radioactive devices
and measure levels of radioactivity at waste sites.
m Robots mine for metal and coal.
m Robots deactivate bombs.

Now that we have concluded looking at current trends in

technology, try the following revision past-paper questions:
1. The increase in the level of computerisation in offices,
together with the decrease in the cost and the availability of
data communication services has created new ways of
conducting business. Some employees now have an
opportunity to perform their work from home by a process
known as 'telecommuting'.
(i) State two items of hardware that an employee must have if
he/she is telecommuting.
(ii) State two advantages of telecommuting to the employee.
(iii) State one disadvantage of telecommuting to the
employee.
(b) Explain how telecommuting is different from both
teleconferencing and telemarketing.
2. (i) What is an expert system?
(ii) Name one area in which expert systems are used.
(iii) Give one advantage and one disadvantage of using
expert systems in the area named at (ii) above.

The most important hardware differences between robots and

other computers are the input and output peripherals. Instead
of sending output to a screen or a printer, a robot sends
commands to joints, arms and other moving parts. Most
modern robots include some kind of input sensors. These
sensing devices allow robots to correct or modify their actions
based on feedback from the outside world.

3. (i) What is meant by the terms 'CAD' and 'CAM'?

AT PRESENT, ROBOTS ARE MAINLY USED IN THE

FOLLOWING AREAS:

(b) State two advantages of using robot (or robotic arm) over
using a manual method in the application described in part
(a) above.

m Manufacturing industries
m Automotive industries
m Assembly lines for welding, paint spraying, assembling
and loading.
m Electrical and electronic industries - they are used for
assembling and installing various parts in the manufacturing
of video cameras, personal computers and many other
devices.

YOUTHLINK MAGAZINE | FEBRUARY 22-28, 2011

(iii) Why are CAD and CAM usually integrated?

4.(a) Describe briefly an application in which a robot (or
robotic arm) is used in an industry, stating clearly one
function that the robot performs.

We have come to the end of todays lesson. See you next

week when we will look at a new unit. Remember, if you fail to
prepare, be prepared to fail.
Natalee A. Johnson teaches at Ardenne High School. Send questions and
comments to kerry-ann.hepburn@gleanerjm.com

yl:english language

Lets get argumentative!

NATASHA THOMAS-FRANCIS
Contributor

ELLO, ALL. This week, we end our discussion on persuasive

writing. Over the last few weeks, we have looked at
techniques/devices which you should employ in your writing,
as well as the steps involved in producing a persuasive piece. I have
also given you guidelines to assist you. In this lesson, I want you to
focus on the kind of instructions which CXC will give you in the exam.

(part 4)
I trust that you are now clear on what is expected of you in section
four of paper two. Continue to practise those argumentative skills.
Engage your classmates in a discussion on the exam questions given
as examples.

QUESTION INSTRUCTIONS
You will need to thoroughly discuss your position on a specific
topic/issue. CXC may ask you to do one of a number of things:

I will leave you with the following persuasive advertisement to muse

over:

This advertisement appeals to those who wish to be relieved from

the burdens of city life. The use of the word paradise tells of the
beauty, charm and tranquillity of the island. The descriptive language
is the main persuasive technique used by the writer. What are the other
techniques employed in this ad?
Does this advertisement appeal to you? What aspects, do you think,
stand out?
Until next week, be good, and remember that the CXC season is just
a stones throw away.
Natasha Thomas-Francis teaches at Glenmuir High School. Send questions and
comments to kerry-ann.hepburn@gleanerjm.com

1. Write an argument either supporting or opposing an issue.

Example:
A good command of English is no longer a guarantee of financial
or social success in the Caribbean.

To dispense with the drudgery of work, the sameness and staleness of metropolitan living, here is the best escape.

2. Write an argument either supporting or opposing this statement.

Example:
Speaker A: I am going to start eating more local food because that is
what makes our Caribbean Olympic athletes stars.
Speaker B: Nobody is going to get me to eat yams and sweet
potatoes. That is backwardness.

You can enjoy the rollng plains and terraces of Jamaica - a pictue of rural tranquility and contentment. You can travel to historic
settings, view the verdant lush scenery, experience the cultral riches and modern fashionable style of life in this isle of paradise.

A TREASURY OF NATURES CHARMS!

Absorb the serenity of the scene, the balmy zephyrs, the refreshing rustic air and the variety and glitter of night life, peerless among
holiday resorts.
Make the experience unforgetable, the time of your life, exciting and colourful as well as peaceful and serence.

3. Write an essay supporting the views of either Speaker A or

Speaker B and justifying the kind of food that you prefer to eat. (Jan.
2010)

Here is Jamaica - vintage among holiday isles.

Please note that in the example above, you are required to choose
one side. You must decide on the side for which you can present the
stronger arguments.
4. Write an argument in which you present your views. With this
kind of question, you are permitted to present both sides of the
issue.
Example 1:
Write a letter to the editor of your local newspaper expressing your
views on the following point of view. Dreamers are no help to a
country - what we need are practical people who can do things or
get things done.
Example 2:
School is not the place for bullies. They should be put into special
institutions. Write an essay giving your views on this statement.
(Jan. 2011)
Now that you are armed with the necessary tools to build your
arguments, attempt at least one of the following essays for homework:
1. Teenagers have too much freedom in todays complex world.
Write an argument for or against this view.
2. School is not the place for bullies. They should be put into
special institutions. Give your views on this statement.
3. If you have served at least one term as prime minister, you
should not be given another opportunity to do so for at least 10
years. Write an argument either supporting or opposing this view.
4. Secondary school students should be tested for HIV with or
without their parents consent. Write an essay either supporting or
opposing this view.

Chef Dwight Cross (left) observes as this Oracabessa High School student impresses his schoolmates with his fruitcarving skills.
YOUTHLINK MAGAZINE | FEBRUARY 22-28, 2011

15

yl:office administration

Digicels sponsorship manager, Paula Pinnock-McLeod, presents Denbigh High Schools Jovan Benjamin (third left) with the ISSA/Digicel all-island netball championship trophy
during the awards ceremony at the Terra Nova All Suite Hotel recently, while other members of the team share in the occasion.

Stock control
HYACINTH TUGMAN
Contributor

HE PURPOSE of stock control is to

make sure that the right
quantity/number of each type of
product is always available. This is
important or else the firm might find
itself out of stock and lose sales as a
result. Too high a stock level means
money is tied up unproductively and
valuable space is being wasted.

Several steps must be followed to

ensure that an accurate picture of the
current stock position is always at hand.
Proper records must be kept for
ordering, receiving and the issuing of
goods. Stocktaking must also be carried
out at regular intervals.

RECORDING INCOMING STOCK

This may be done either centrally,
through the use of a stock record card or
16

a computer system, or locally. A local

system means that a card (sometimes
called a bin card) is attached to the rack
where the product is stored. The date
and quantity of incoming stock is
recorded on the card. After goods have
been checked, the storeroom should be
arranged in an orderly manner to
expedite efficient handling of storeroom
content.

RECORDING OUTGOING STOCK

Whenever stock is issued, the date,
quantity and requisition number must be
recorded on the stock record card.
Keeping a running balance is important,
so one can know how much stock is
held. The final column of the stock
record card shows this.

REORDERING WHEN STOCKS

RUN LOW
A well-organised storeroom has a

reordering procedure that goes into

effect whenever an item reaches the
minimum stock level. Usually, the
storeroom notifies the purchasing
department which, in turn, places the
order with the supplier.

STOCKTAKING
This is done regularly so as to ensure
that the balances on the stock cards are
accurate. The firms auditors may make
spot checks to ensure that products are
not unaccountably disappearing. Regular
checks detect slow-moving items and
poor buying practices.
An annual stocktaking is done at the
end of the financial year, which involves
the assessment of the value of the goods
on hand. A physical count of each item
is done and its value calculated. At the
end of the financial year, the totals are
then added to give the closing stock

figure, which appears in the final

accounts.

COMPUTERISED STOCK
CONTROL
The computer, with a special software,
can also assist with stock control. The
computer can record all the items
available for sale and then deduct each
item that is sold from the total stock.
Some retailers use what is called bar
coding for printing receipts. This makes
it easier for the establishment to keep a
tab on their stocks, as the computer will
show when its time for reordering. Here
is an example. When you go to a large
bookshop to purchase a textbook, the
item is passed over a scanner (the
section with the bar code facing the
scanner). The computer reads the
description and price of the item and
automatically deducts the total from the
stock figure.

STOCK LEVELS
m MINIMUM LEVEL
The minimum stock level is the point
at which there is just enough stock to
take care of the normal demand until the
new stock is delivered. The storeroom

YOUTHLINK MAGAZINE | FEBRUARY 22-28, 2011

supervisor establishes the minimum

levels for all items.
The minimum stock level is
determined by:
m The delivery period
m The amount and frequency with
which an item is used
Can you say what the storeroom clerk
does on noticing that the minimum stock
level is approaching? A minimum stock
level for each item is fixed at a level,
which allows for the item to be reordered
before it runs out.
m MAXIMUM LEVEL
The maximum stock figure is the
largest quantity of stock. The purchasing
staff should be able to decide upon the
amount of goods to be ordered.
However, if the stocks are too high for
the needs of the firm, then the rate of
turnover would be lowered and the
profits reduced. Of course, if stocks are
perishable they will deteriorate.
That is all for this week. Continue to
revise.
Hyacinth Tugman teaches at Glenmuir High
School. Send questions and comments to
kerry-ann.hepburn@gleanerjm.com

yl:geography

Exam
questions

(b)(i) With the aid of diagram, describe the main features of the trellis drainage pattern.

(4 marks)

(ii) Describe two ways in which rivers transport their load.

(4 marks)

(c)(i) Explain how volcanoes are formed at convergent plate boundaries.

(6 marks)

(ii) Account for the formation of fold mountains at:

a) Collision zones
b) Subduction zones

(3 marks)
(3 marks)
(Include examples in your answer.) Total 24 marks

Observe, first of all, that the question is divided into sections and sub-sections. Write your responses
using the same format. It is not continuous writing as in the case of an essay in English A.

MARJORIE HENRY
Contributor

N THE last two lessons, I shared with you some information on how to decode a question. Those of you
who are probably now doing internal examinations, I encouraged you to put this into practice in these
examinations. I hope you did, are doing or will do just that. Understanding the question is the key to
writing a good answer.

This week, I will begin to discuss the remainder of the question paper that was given in the last
examination in May 2010. You may recall that I have already discussed Section A which comprises question
one, the only compulsory question. Section B is on natural systems. Here, you are given a total of three
questions numbered two, three and four. You are to select only one from this section. Here is question two.

By now, you should have your own copy of the geography syllabus. Try and identify the specific
objectives that are being tested in this question. These are as follows:
4. Explain the formation and distribution of volcanoes, earthquakes and fold mountains.
11. Describe river and wave processes.
13. Describe trellis, radial and dendritic drainage patterns.
For part (a) of the question, you have been given two maps from which you must deduct your answers to
the four short questions given below the map. You may recall that I had indicated in an earlier lesson that
practical skills; that is, profile one, are tested in each question. This is one of the ways. In subsequent
questions you will be exposed to other methods including, tables, graphs, sketches and diagrams. These are
all referred to as stimulus materials, and in each case, you are instructed to study or look at what is given to
find all the information you need to answer the question.
To practise what was shared on decoding a question, pause for a while and identify the key verbs in the
entire question. These are:
Part (a)

name and state

Part (b)

describe

Part (c)

explain and account for

Review what each is asking of you by referring to the definitions of them.

Let us now look at the maps and find the answers for part (a).
(i) The continent with no active volcanoes is Australia. (Refer to figure 2)
(ii) There are 12 active volcanoes in South America. (Refer to figure 2 and simply count the number of
volcanoes shown.)
(iii) One difference between the distribution of volcanoes in North America and Africa is that in North
America they are concentrated along the west coast while, in Africa, they are found in the east and central
(middle) areas of the continent.
(iv) The distribution of volcanoes is related to plate boundaries as the volcanoes are located close to or
on the plate boundaries.
The discussion on the question continues in the next lesson.

Marjorie Henry is an independent contributor. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

YOUTHLINK MAGAZINE | FEBRUARY 22-28, 2011

17

yl:biology
MONACIA WILLIAMS
Contributor

HIS WEEK, we will look at an essay-type question which was set

on the study that we have just completed. I hope you have read
over the information given in the lessons and are now ready to
test the knowledge you have gained.

QUESTION
(a)(i) Identify, with the aid of diagrams, the main stages in the life
history of a named insect vector of disease.
(ii) Explain how each stage in the life history of the insect you
identified at (a)(i) might be controlled to keep the vector population
in check.
(b)(i) Some sexually transmitted infections are caused by viruses
and have been found to be without cures. Explain why viral
infections are usually very difficult, if not impossible, to cure.

(part 4)

Health
and
disease
EGG

(ii) Apart from the nature of the AIDS virus, what other factors make
the control of this disease very difficult.
Let us look at (a)(i). What do you need to do to answer this question
or any other question? You need first to read the question carefully.
This is one thing that students do not normally do! Read the question
carefully and make sure you understand what it is asking before you
attempt to answer it.
This question is asking you to identify the main stages of the life
history of an insect vector. It means, therefore, that you would need to
first identify an insect vector. The insect vector that we studied was the
mosquito but you could have also studied the housefly and either of
them could be used.
Notice, also, that the question states with the aid of diagrams.
This means that any answer produced without the appropriate
diagrams will not get full marks. You need to remind yourself that
being asked to identify the stages of the life history means that you are
expected to name and draw the different stages that the insect goes
through as it develops from an egg to an adult. Remind yourself of
what these are now: the egg; the larva; the pupa and the imago or
adult.
Notice the drawing of the adult insect. The body is divided into three
parts: head, thorax and abdomen, and it has wings. It may not be
perfect, but it can clearly be identified as an insect. One of the
important things to remember is that both the larva and the pupa are
air breathers and that the drawings should indicate this.

(a)(i) To answer this part of the question you need to go back to

your notes. Notice that the question states each stage: egg, larva, pupa
and imago/adult. Let us now look at points that we could include.

18

The mosquitos eggs are laid in stagnant water. Did you remember
this fact? This means, then, that anything that is going to be done
must involve the elimination of stagnant water. Possible answers:
m Getting rid of objects that might collect water when it rains,
including old tyres; flower pots with saucers; old cans and any other
abandoned object that can hold water, or putting holes in these so
that water will drain from them.
m Changing water in vases regularly.
m Draining containers that might collect water regularly.
m Putting fish in tanks.

LARVA
The larvae of the mosquito hatch out and live in water. This means
that the control methods used to prevent the laying of the eggs can
also be used to prevent the hatching out of the larvae. Additionally, the
larvae are air breathers so covering the water surfaces with oil will
prevent the larvae from getting oxygen so they will die. It will also
reduce the surface tension of the water so the larvae and the pupae
cannot remain suspended.

PUPA

m Spraying insecticide to kill existing adults.

m Removing the habitats of the adults such as thick grass.
m Fogging communities with insecticide to kill adults.
(b)(i) Do not be fooled by the introductory sentence for this
question. The question is about viruses and not about sexually
transmitted diseases. What do you know about viruses? You will
probably need to draw on your information bank for material. Let us
pool our knowledge. Viruses are:
m Not quite living; they do not have all the organelles that go to
make up living cells.
m Particles with DNA and RNA but these are enclosed in a
protective protein coat.
m Invaders of all living organisms.
m Particles that become alive after invading living organisms.
m Particles that have the ability to remain dormant in the organism
for extended periods.
Knowing the above, how can we phrase an answer? The following is
an example of how we could do this.
Viruses are non-cellular particles that invade ling cells, causing
serious infections. They use the cells organelles to multiply,
increasing in number rapidly. Attempts to destroy them could lead to
problems for the organism. The fact that viruses can lay dormant
within the organism for an extended period means that the infected
organism may not be aware of their presence and would, therefore, not
be able to build a defence against them. Many viruses are able to
mutate rapidly and, because of this, it is difficult or almost impossible
to develop vaccines for the diseases they cause.
(b)(ii) This section of the question deals with factors other than
those mentioned above. Here is a possible answer.
AIDS is a sexually transmitted disease and, as such, the spread of
the disease is governed, to a great extent, by human behaviour. These
include having unprotected sex, having multiple partners and
prostitution. There is also the fact that many countries do not educate
their populace about the disease. The disease is caused by a virus that
can remain dormant for years, even while the individual is infective.
This means that infected individuals can pass on the infection without
even knowing that they, themselves, are infected. Treatment of the
disease is costly and complex.

The same applies for the pupae.

IMAGO/ADULT
The adult is terrestrial, therefore, different means have to be utilised.
Possible answers:

I hope the above shows you that surface knowledge of topics will
not get you the grade one you so passionately desire. Have fun this
week and see you again next week.
Monacia Williams teaches at Glenmuir High School. Send questions and comments
to kerry-ann.hepburn@gleanerjm.com

Stacey Manick-Sing (left), customer service and administration manager, Jamaica Automobile Association (JAA), is
pleased to see Moby, the road safety mascot, give Hope McNish her prize for being the first customer to be serviced
at the recent JAA auto clinic, held at the associations Central Avenue office.
YOUTHLINK MAGAZINE | FEBRUARY 22-28, 2011

yl:principles of business

The value of teamwork

YVONNE HARVEY
Contributor

COMMON INTERESTS
The objectives of each member of the group

ELLO, THERE, students! This week, we will

would be the same and in a business the goals

look at the value of teamwork in an

should ideally coincide with the goals of the

organisation. At the end of the lesson, you should

business.

be able to evaluate the role of teamwork in the

success of an organisation. This topic will involve
definition, advantages and disadvantages of
teamwork.

Teamwork refers to a technique where people in

an organisation come together as a group to pool
ideas and to cooperate in order to accomplish

A group can be easily formed where persons

exhibit similar social factors.
Where no special factor is used to place persons

SKILLS OR TALENTS
The manager may find it useful to have all the
persons in a group with the same ability or aptitude.

in a group, the group members are said to be

. The morale of the group members will improve

and, ultimately, this will result in increased

production and profits.

. Managerial workload is made easier, if not

reduced.

randomly chosen. Now, for some of the advantages

of teamwork.

. Team members get a chance to air their views.

This often results in their putting forward

SEX
Here, the team may consist of all females or all

DEFINITION AND EXPLANATION

BACKGROUND, UPBRINGING OR RACE

ADVANTAGES OF TEAMWORK

creative ideas that will benefit the organisation.

. The organisation may benefit from the

males.

expertise of specialists who may be a part of a

COMMON GOALS
These goals should be in line with the goals of

group.

the organisation.

. Team spirit is promoted, therefore, employee

turnover will be less.

. Output increases and, in the end, profits will

certain tasks. It is often referred to as group

increase.

integration or cooperation. Teamwork is important if

an organisation is to be run efficiently. Managers

. There is continuity in the carrying out of

should, therefore, encourage teamwork among

projects. For example, if a member leaves the

workers.

team, the project can be continued by the other

team members.

Teams can either be formal or informal.

FORMAL

DISADVANTAGES OF TEAMWORK

Groups or teams that are normally created for a

. It takes a lot of time to make decisions and

special purpose, for example a board of directors or

complete tasks.

a department within a firm. It has a formal structure,

a specific objective and an appointed leader.

. Disagreement often holds up the production

process.

INFORMAL

. Team problems can lead to failure and

Groups or teams that come together voluntarily.

eventually loss of earnings.

The purpose of the group is not usually defined

specifically. There are no set rules although there

. The bulk of the work often falls on a few

may be an objective, such as to raise funds for

enthusiastic members of the team. Lazy

charities. These groups do not directly achieve the

members, who contribute little or nothing, end up

objectives of the business. They are normally

earning praise or other reward given to the entire

formed to achieve objectives that formal groups

team.

cannot achieve. The leader is most often chosen by

the members of the group. An example of an

. The negative attitude of some team members

informal team is a music group.

can filter down through the entire team.

. It may be difficult to find common meeting

FACTORS AFFECTING GROUP FORMATION

times. This may affect the efficiency of the team.

Teamwork is often adopted when a major project

is to be completed. Most teams in a business are

Well, friends, thats it for this week. Try to keep

formal. Management selects the relevant persons

safe until we meet again. Remember to do some

and assigns the tasks. Persons in the team can be

studying, as consistent studying is key. Do not wait

selected or grouped according to the following:

AGE
This is where all persons of the same age group
would be put together.

until the last minute.

Dr Alfred Sangster presents the Female Student Athlete of the Year Award to Christine
Day during the University of Technology, Jamaicas annual Sports Award Ceremony, held Yvonne Harvey teaches at Glenmuir High School. Send
questions and comments to
at the Alfred Sangster Auditorium, Old Hope Road, on Thursday, February 10.
kerry-ann.hepburn@gleanerjm.com

YOUTHLINK MAGAZINE | FEBRUARY 22-28, 2011

19

yl:history

Immigration
test
DEBBION HYMAN
Contributor

I, GUYS. Last week, we culminated our series

on immigration. Below is a revision activity
assessing what you have learnt! Check next
weeks article to confirm your responses.

CHOOSE THE CORRECT ANSWER

1. Most Madeiran immigrants went to:
a) Jamaica
b) Trinidad
c) British Guiana
d) St Kitts
2. The African immigration scheme ended
because:
a) Sugar production began on a big scale in Africa
b) There were already many blacks in the British
Caribbean
c) The Africans suspected a re-introduction of
slavery
d) The population of Africa was declining fast
3. The majority of liberated Africans in the British
Caribbean were:
a) Recruits from Sierra Leone or the Kru Coast
b) Africans escaping slavery in the USA
c) Slaves captured by the British Navy ships
d) Recent migrants from the Spanish territories
4. Which of the following groups supplied the
largest number of immigrant workers for the
British Caribbean in the post-emancipation period?
a) Indians
b) Chinese
d) Madeirans
c) Africans

5. Which of the following groups of colonies

experienced an acute labour shortage?
a) British Guiana, Trinidad, Barbados
b) Barbados, St Kitts, British Guiana
c) Antigua, Jamaica, Trinidad
d) Trinidad, Jamaica, British Guiana
6. Which of the following factors accounted for
East Indian migration to the British Caribbean?
i) Famine in India
ii) The lure of higher wages in the British Caribbean
iii) Promise of non-agricultural positions
iv) Discovery of gold in the British Caribbean
a) ii only
c) i, ii, iv

b) i, ii, iii
d) i, iii

7. Which of the following best explains why

planters in the British Caribbean preferred East
Indian immigrants?
i) The Indians proved to be hard-working
ii) The Indians were accustomed to tropical
20

agriculture
iii) The Indians were easily recruited
iv) The Indians were willing to re-indenture
a) i, ii
c)i, ii, iii, iv

b) iii, iv
d) i, ii, iv

8. The number of East Indian Immigrants to the

British Caribbean by 1917
Territory A
33, 000

Territory B
134, 000

Territory C
239, 000

The figures above refer, respectively, to:

a) Jamaica, Trinidad, British Guiana
b) Trinidad, British Guiana, Barbados
c) Trinidad, Barbados, St Vincent
d) Jamaica, St Kitts, British Guiana
9. On the estate, Indian labour:
a) Helped technological improvements
b) Discouraged the introduction of machines
c) Encouraged alternative export crops
d) Encouraged the introduction of machines
10. The massive immigration in the Caribbean
during the 19th century by-passed Barbados
because the island had:
a) A high birth rate
b) Possessed labour surplus
c) Refused a government subsidy
d) Abandoned sugar production
11. Which of the following reasons best explains
why the Jamaican government received fewer
immigrants than either Trinidad or British Guiana?
a) Jamaica did not have a labour shortage
b) The Jamaican government was reluctant to
finance immigration schemes
c) The Indians were disappointed with the
conditions of service
d) The Jamaican government feared an increase
in the non-white population
12. Which of the following benefits did
immigration bring to the British Caribbean?
i) Agriculture was diversified
ii) The sugar industry was saved from collapsing
iii) The development of rural areas
iv) Expansion of social services
a) i, ii
c) ii, iii, iv

b) iii, iv
d) i, ii, iii, iv

Debbion Hyman teaches at St Hughs High School. Send

questions and comments to
kerry-ann.hepburn@gleanerjm.com

From left: Sixteen-year-old Dwight Phoenix with his classmates Regina Bell, Shanquie
Robinson, Oshane Roberts and Samantha Thompson. The group assisted him in
garnering funds to pay for the nine subjects he sat in the 2010 Caribbean Secondary
Education Certificate Examinations. He obtained seven distinctions and two credits.

(part 2)

yl:english literature

Fences
BERYL CLARKE
Contributor

he student of the play Fences, like the reader

of any play, is first of all presented with some
stage directions. To these you must pay
attention for thereby we are given valuable
information. Here we learn that the action of the play
begins in the year 1957 and this provides us with
the historical context. We can add to our
understanding by reading about race relations in the
USA in and around that year.

The two characters that are in this opening

section of scene one are introduced and described.
They are the major character Troy Maxson and his
longstanding friend Jim Bono. In addition, we find
out about Maxsons age, his size and how it affects
his life, his honesty, strength and capacity for hard
work. Bono, we are told, admires him and we are
informed that Maxson is the stronger one or the
leader in this relationship. Of Bono we make the
following discoveries: he is usually talkative and
can be vulgar.
It is a Friday evening, pay day, and the men are
together, as is their custom, talking as they enter
Maxsons yard where they will continue to converse
and drink. It is in the last sentence that we hear how
they are dressed and of the job that they do.
Let us stop here for a little while and think about
two points raised so far.
. 1957 was during the period when
segregation was not only widely practised in
the United States, it was still legal in many

YOUTHLINK MAGAZINE | FEBRUARY 22-, 2011

states. The year, however, is particularly significant

because of the conflict which erupted when an
attempt was made in Little Rock, Arkansas, to enroll
some black students in the formerly all-white Little
Rock High School.
The black characters in Fences are all conscious
of the race barriers that keep them in their places;
that keep them down and keep them from achieving
their true potential. Now, when you consider that
Maxson tries to come to terms with his size and
blackness, you cannot ignore the fact that being
confined to a particular position because of his race
would have disturbed him terribly.
. The above causes us to contemplate
Maxsons reaction to his job as a garbage
collector. Do you think he would have been
content? The stage directions seem to point to a
contradiction between the person he is and the
role/job he has. In this, we, as readers, should be
prepared for any attempt to break out of the mould
that has been created for him, and for any bitterness
that he feels.

The dialogue onstage starts with a conversation

already in progress between the two friends. Bono
expresses disbelief in an incident that Maxson is
recounting. As the banter goes on, we learn about a
possible problem developing for Troy on his job. He
has asked a question and consequently has been
told to attend a meeting at the commissioners
office. This has at least one of his co-workers another black - Brownie by name - worried about
them losing their jobs.

PLEASE SEE FENCES, PAGE 22

yl:chemistry

Chemical formulae and

equations
FRANCINE TAYLOR-CAMPBELL

2. Calculate the empirical formula of the compounds formed in the

following reactions.
(ii) 3.40g calcium form 9.435g of the chloride

Contributor

MAIN POINTS

m The formula of a compound shows how many atoms of each

element are present in a molecule or formula unit.
m The empirical formula is the simplest formula, which represents
the composition of the compound.
m The actual formula is called the molecular formula. It is generally
a multiple of the empirical formula and is calculated from the molar
mass.

METHOD
Elements
Mass of each element
Relative atomic mass
Number of moles
Ratio of moles

PERCENTAGE COMPOSITION
1. Calculate the Mr for the compound, for example 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

Calcium (Ca)
3.40g
40
3.40/40
= 0.085
0.085/0.085
=1

Chlorine (Cl)
9.435-3.40 = 6.035g
35.5
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 & n = 4
Formula = (CH2)4 = C4H8
Method 2: Mass of carbon = 85.7% * 56 = 48g
Mass of hydrogen = 14.3%*56 = 8g
1 atom of carbon = 12g
1atom of hydrogen = 1g
# of carbon atoms = 48/12 = 4
# of hydrogen atoms = 8/1 = 8
Molecular formula = C4H8
Francine Taylor-Campbell teaches at Jamaica College. Send questions and
comments to keerry-ann.hepburn@gleanerjm.com

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
Percentage by mass

Iron (Fe)
34.5%

Mass of element in 100g of the compound 34.5g

Chlorine (Cl)
65.5%
65.5g

Relative atomic mass

56

35.5

Number of moles of element

34.5/56
= 0.616

65.5/35.5
= 1.85

Ratio of moles

0.616/0.616 1.85/0.616
=1
=3

Empirical formula = FeCl3

Prefects (from left) Shamarla Blagrove, Joddena Kerr, Alexander Shaw, Chevannese Stewart and Julian Patterson run
things at their school.
YOUTHLINK MAGAZINE | FEBRUARY 22-28, 2011

21

yl:principles of accounts

Interpretation of
final accounts
ROXANNE WRIGHT
Contributor

elow is the solution to last weeks homework alert. Compare your answer with mine and make the
adjustments where necessary. Follow the principles applied and try to remember them.

REASONING:
[>1]
Gross profit is 40% of sales turnover, therefore, use sales turnover as the base, that is, 100%, cost of
goods sold would be 60% on sales turnover.

SOLUTION:
Formula
a. Years sales turnover = Sales - sales returns
b. Gross profit = 40% x Sales Turnover
c. Cost of goods sold = 60% x Sales turnover
OR
Cost of goods sold = sales - gross profit
d. Net profit = 25% x sales turnover
e. The expenses of running the business is charged to the profit and loss account, that is, gross profit net profit

c. Use the financial statements for S. Charles Ltd to

calculate the following profitability and
financial ratios. Show workings.
1. Gross profit margin
2. Net profit margin
3. Return on capital invested
4. Current ratio
5. Acid test ratio
6. Stock turnover
d. Explain briefly what
each of the following
indicates about a
business:
i. A good current
ratio
ii. A bad current ratio
The solution will be
published next week, so
be sure to visit with
us again. See
you then.
Roxanne Wright
teaches at Immaculate
Academy. Send questions
and comments to
kerry-ann.hepburn@gleanerjm.com

WORKED EXAMPLE
Brown Brown Ltd issued 80,000 ordinary shares at $3 each; 40,000 8% preference shares at $10 each;
and $300,000 12% debentures. These were all subscribed and fully paid up on March 15, 2009.
a. Prepare an opening classified balance sheet for the Brown Brown Ltd as at March 15, 2009. Show the
workings for cash or bank amount.

fences

b. A summary of the financial statements of S. Charles Ltd is presented below.

S. Charles Ltd.
Trading and Profit and Loss Account for year ended April 30, 2010
$
Sales
Opening inventory
Add Purchases

5 000
53 500
58 500
6 000

Less closing inventory

Gross profit
Expenses
Net profit

CONTINUED FROM 20

$
70 000

52 500
17 500
7 100
10 400

S. Charles Ltd
Balance Sheet as at April 30, 2010
$
1 050

$
Fixed assets
Current Assets:
Inventory
Debtors
Bank
Current Liabilities
Creditors
Capital
Add net profit
Less Drawings

22

6 000
6 900
2 000
14 900
550

14 350
15 400
10 000
10 400
20 400
5 000
15 400

The question he had asked Mr Rand, a white supervisor, is: Why? Why you got the white men driving
and the colored lifting? Whats the matter, dont I count? You think only white fellows got sense to drive a
truck. That aint no paper job! Hell, anybody can drive a truck. How come you have all whites driving and the
coloured lifting?
We can now see a direct link between the stage direction that was drawn to your attention earlier, and his
action in raising a potentially dangerous issue. It is obvious that he feels confident that he has not done
anything wrong and that he is entitled to raise his concern. Here, too, we have evidence of their comradeship
as Bono stands up for his friend.
It is Bono who changes the topic to one that reveals their interest in a woman named Alberta. Both of them
seem to be interested in having a relationship with her, as does Brownie. We have not yet met their wives, do
not even know if they have partners, and would not, therefore, find their interest remarkable. Do take note of
the fact that their speech, as they discuss this woman, changes, and becomes somewhat earthy.
Can you think of a reason why this person is mentioned in the play at this point? Hold on to your ideas
regarding this question for now. As you are aware, we will have to continue examining this scene. Walk tall
and God bless!
Beryl Clarke is an independent contributor. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

YOUTHLINK MAGAZINE | FEBRUARY 22-28, 2011