Seaforth High School students arm wrestle during a peer mediation training workshop geared towards helping students

understand how working together can result in positive

outcomes. Seaforth is one of six high schools participating in the programme.

YOUTHLINK MAGAZINE | MARCH 8, 2011 MARCH 8-14, 2011 1

yl:biology
The inheritance of blood groups also shows a discontinuous pattern. Each individual has a distinct blood

The study of group, there is no in-between.

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:

inheritance
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.

MONACIA WILLIAMS
(part 2) 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.
Contributor
ELLO AGAIN, students. How are you this week? I hope that by now you have developed a studying Do not be afraid of any of this. Genetics is fun, once you get the definitions down! Next week, we will look

H 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
at inheritance patterns using Punnett Squares.

Monacia Williams teaches biology at Glenmuir High School. Send questions and comments to
kerry-ann.hepburn@gleanerjm.com
so that the words become familiar and you gain confidence in using them.

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 weeks 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
Continuous variation 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.

In discontinuous variation, there is no range; the characteristic is either present or absent. Examples are
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!

12 YOUTHLINK MAGAZINE | MARCH 8-14, 2011

yl:geography

Exam
questions
(part 3)
MARJORIE HENRY
Contributor
ELLO THERE, my young readers! How are things going with your internal examinations? I am

H 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.

(a) Draw a well-labelled diagram of the water cycle. (4 marks)

(b) Describe four processes of coastal erosion. (8 marks)
(c)(i) With the aid of a diagram, explain how bay-head beaches are formed. (6 marks)
(ii) Explain how river cliffs and slip-off slopes are formed at meanders. (6 marks)

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
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
shows must be clear, and the diagram must be properly labelled. For labelling, it is advisable to do block
printing using a black-ink pen. Cursive writing is not encouraged for labelling diagrams.
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.
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.
CORROSION/ABRASION
The eroded material may be carried outward by the backwash, but much of it is caught by the next breaker
and hurled against the shore. These materials are the tools for abrasion, another powerful method of wave
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
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 Geography for CSEC - Nelson Thornes
question. Please note that for this question, you are not being asked for a general description of a beach but Geographic Fundamentals - W. G. Stone, et al
rather, the formation of the bay-head beach. General Geography In Diagrams - R.B. Bunnett

Here is a simple diagram of the water cycle for part (a) of the question: Marjorie Henry is an independent contributor. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

YOUTHLINK MAGAZINE | MARCH 8-14, 2011 13

yl:information technology
NATALEE A. JOHNSON

Problem solving and program design
(part 2)
Contributor
ELLO, STUDENTS. In this weeks lesson, we will continue to look at problem solving and
H program design.

A variable is a named location in memory that stores a particular value. This value may be
Steps in drawing the defining diagram using the first example we looked at in the previous changed during the execution of a program. Examples of variable names include number,
lesson. age, name, length and so on. You can have several different names, numbers, ages etc.
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.
A constant provides locations for storing data which do not change value during execution
2. Identify the output. The keyword, print, identifies the output as the total (or sum) of the three of a program. For example, if you were calculating the perimeter of a circumference, you will
numbers. need to include PI which is normally 3.17 in your calculation. In the formula, PI would remain
3. List the processing steps. Here, we list all the actions that must be performed in order to get
constant.
the desired results. For example: What do we have to do to the three numbers in order to print
their total?

Data types:
1. We must first get the numbers.
Variables typically store values of a given type. There are several data types but we will be
2. We must then calculate their sum.
focusing primarily on the following data types: integers, floating point (real), characters and
3. We must then print the total.
strings.
 Integers
KEY THINGS TO NOTE Used to store whole numbers (whether negative or positive) for example, 2,-6, etc.
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  Floating point/Real
action must not be assumed. Used to store real or fractional numbers for example, 2.5, 3.50 etc.
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.  Characters
Any single character in the ASCII set (a single character such as a letter of the alphabet
EXAMPLE 2 or punctuation) for example, A.
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.  String
A collection of characters such as a word, phrase or sentence for example, Mary.
DEFINING DIAGRAM

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

THE ALGORITHMIC STRUCTURE

PRACTICE QUESTIONS Every algorithm should have the following sections, in the stated order:
Use a defining diagram to answer the following:
1. A program is required to read two numbers. Calculate and print their difference.
Header:
2. A program is required to read the length and width of a rectangle. Calculate and print the
Algorithms name or title
area and perimeter of the rectangle.
Declaration:
PROGRAM DESIGN A brief description of the algorithm and variables used. That is, a statement of the purpose as
After defining the problem, based on the steps of the problem-solving phase, you find a well as initialisation of the variables.
solution to the problem. In finding a solution to the problem, you have to also analyse alternative
Body:
solutions to the problems. When we are solving problems on the computer, this is done by
Sequence of steps
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 Terminator:
types. An end statement

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.
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
kerry-ann.hepburn@gleanerjm.com

14 YOUTHLINK MAGAZINE | MARCH 8-14, 2011

yl:principles of accounts

Sole trader
WORKINGS
[w1] Debtors balance x rate (2007)
$16 400 x 5% = $820

[w2] Debtors balance x rate (2008)

$18 320 x 5% = $916

and 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.

adjustments
[w3] Debtors balance x rate (2009)
$16 240 x 5% = $812

NB:
The balance in the Provision Account is more, that is, $916, we reduce the provision by ($916 - 812)
ROXANNE WRIGHT $104 and charge this under Revenue in 2010 Profit and Loss Account.
Contributor
[w4] $600 x $0.30 = $180
Hi students! Below is a worked example of a question. Pay attention to the principles applied.
Next week, our presentation will be a worked example to a fixed assets accounts question. See you then.
WORKED EXAMPLE
Roxanne Wright teaches at Immaculate Academy. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
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 31, 2007 $16 400
Debtors Balances at December 31, 2008 $18 320
Debtors Balances at December 31, 2009 $16 240

b. From the following particulars, prepare the account for Henry in Harrys Sales Ledger and balance off
the account at the end of Harrys financial year, which is October 31, 2010.

2010
March 1 Goods supplied to Henry, $600
March 29 Balance owed paid by cheque
April 4 Henrys cheque returned unpaid due to lack of funds.
June 26 Letter from Henry saying he was unable to settle his debt in full and enclosing a
payment of 30 cents for each $1 he owed.
October 31 Harry decided to write off the remaining sum as a bad debt.

SOLUTION

Campions 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.

YOUTHLINK MAGAZINE | MARCH 8-14, 2011 15

yl:mathematics

Vectors
(part 2)
CLEMENT RADCLIFFE
Contributor
As we continue the review of vectors, we will begin with the solution to last weeks homework.

Clement Radcliffe is an independent contributor. Send questions and comments to kerry-an.hepburn@gleanerjm.com

16 YOUTHLINK MAGAZINE | MARCH 8-14, 2011

yl:social studies
Human resources
MAUREEN CAMPBELL
Contributor
UMAN RESOURCE is described by many as
H
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.
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. Peoples
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, PALS Jamaica
trainer, during a peer mediation training workshop at the St Thomas school recently.The
training was provided under the Mutual Building Societies Foundations (MBSF) Centres
of Excellence programme, which is aimed at transforming the delivery of education in six
rural high schools across Jamaica. The MBSF was established by Victoria Mutual and the
Jamaica National Building 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.
AA man willing to work and unable to find work
is, perhaps, the saddest sight that fortunes
inequality exhibits under this sun
~Thomas Carlyle
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 individuals 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
YOUTHLINK MAGAZINE | MARCH 8-14, 2011
evident almost everywhere. It is a common cause
of unemployment, as many persons are
discriminated against on grounds of race,
religion, class and ethnicity. It becomes very
difficult to find a decent job under circumstances
of employment discrimination. Thus, earning
money for survival becomes of utmost difficulty
and, ultimately, they are forced to leave the country.

Job dissatisfaction: Meeting ones satisfaction
level is vital for self- retention and growth. There
are many people who take up jobs on temporary
basis. The reasons being family pressure,
financial crises and experience. However, a
person who is not content with his job can never
continue it in the long run, because the individual
is either making a compromise with his pay scale
or the nature of his job. Thus, job dissatisfaction
becomes one of the specific reasons for
unemployment.
CATEGORIES OF UNEMPLOYMENT
(I) Cyclical unemployment
Cyclical unemployment goes hand in hand with
the business cycle or the trade cycle. The demand
for labour increases when the economy is in the
boom phase. When the economy passes though a
recession, the demand for labour contracts and the
surplus is released as the unemployed labour force.
(2) Structural unemployment
This occurs when the demand for certain goods
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.
(3) Frictional unemployment
This unemployment comes about from people
moving between jobs, careers and locations.
(4) Seasonal 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.
5) Voluntary unemployment
This is where high benefits may encourage
people to stay on benefits rather than try to get
work.
REDUCING UNEMPLOYMENT

Framing economic policies /establishing new
industries

Improving labour mobility

Developing skills and good work habits
UNDEREMPLOYMENT
Underemployment can mean many things to
different people, but when used correctly, it
means that:
1) a person is working at a job for which he/she
is significantly overqualified
(2) a person is working part-time even if he/she
wants/needs full-time employment.
The main reason for underemployment is a bad
job market. Simply put, there isnt enough work to
go around to satisfy the high unemployment levels
across the country.
ACTIVITIES
1. Define the term human resources,
unemployment, under unemployment.
2. Explain three types of unemployment.
3. Identify and explain three causes of
unemployment in your country.
4.Outline four reasons why employment is
necessary in a country.
5. As the prime minister of your country, suggest
three ways in which you would/could create
employment.
Maureen Campbell teaches at St Hughs High School. Send
questions and comments to
kerry-ann.hepburn@gleanerjm.com
17
yl:office administation
Ill need it again next Monday morning (early please), together with

Test yourself!
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 much-needed storage space. (2 marks)

(iii) The file clerk was absent from work for one day and, upon
return, she discovered six Out Cards on her desk. (2 marks)

(iv) The file for the MacLeod advertising account has been
requested and the clerk is unable to locate it. (2 marks)

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) Appropriate address and letter format. (2 marks)

(ii) A brief description of the events that took place. (2 marks)

(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. (1 mark)

(From left): Marsha Lumley, Kamal Powell and Safia Cooper are among the throng at the Bacchanal Jamaica fete, held at (ii) Suttons Printers Inc. received an order from Capable
Mas Camp, Oxford Road, New Kingston, on Friday, February 25. Professional Services Ltd. of 367 Harts Place, Arima, Trinidad, WI
for the following items:

HYACINTH TUGMAN (b) List three elements in the communication process. (3 marks)
Contributor 20 - 2006 Executive Planners EP2006YZ @ $10.00 each
I, STUDENTS! Let me hope that you are in high gears with 30 - 2006 Desk Diaries DD2006LC @ $5.00 each

H
your preparation for the upcoming examinations. I have
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.
2.(a) State three qualities that an efficient receptionist should
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(b) List four ergonomic factors that would contribute to the
5% discount is applied to all orders over 100 items.
efficiency of persons who work in the reception area. (4 marks)

Prepare an advice note. (9 marks)

1.(a)(i) What is meant by the term work attitude? (1 mark) (c) State two actions that a file clerk should take in each of the
following situations:
Until next week, have a productive week.
(ii) List three factors that may influence an employees attitude (i) The following note was attached to a file that was returned by the
towards work. (3 marks) sales manager: Hyacinth Tugman teaches at Glenmuir High School. Send questions and comments
Im returning this file as Ill be out of the office for a few days, but to kerry-ann.hepburn@gleanerjm.com

18 YOUTHLINK MAGAZINE | MARCH 8-14, 2011

yl:english language
NATASHA THOMAS-FRANCIS
Contributor
ELLO, ALL. I hope you are not getting too
H 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 Old Jamaican Woman Thinks About the Hereafter
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
dont 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.
For all this, for my hope of heaven, I am willing
to forgive my debtors and to love my neighbour...
although the wretch throws stones at my white
rooster and makes too much noise in her damn
backyard.
By A.L. Hendricks
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.
UNDERSTAND WHAT THE POEM IS ABOUT
Do you remember the five broad categories under
which a poem may fall? This poem falls under the
category of People. The poem is about an old
Jamaican lady who is thinking about her life after
she would have died. Even if you did not get this
meaning from reading the poem through once, you
should have picked it up when you looked at the
title, An Old Jamaican Woman Thinks About the
Hereafter. 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
Poetry
analysis
(part 2)
with the simplistic life she now has, and is daunted by
the prospects of a wealthy existence somewhere else.
LOOK FOR MEANINGS BELOW THE
SURFACE
In order to look for meanings below the surface,
you would need to identify the Biblical allusions in
the poem. The persona (who is the old woman)
makes several references to things found in the
(From left): Northern Caribbean University students Terrence Sterling, Rhodrey Show,
Oshondo Johnson and Orville Patterson are deep in concentration during a Microsoft
seminar at the Faculty of Law, University of the West Indies, on Friday, February 25.
YOUTHLINK MAGAZINE | MARCH 8-14, 2011
Bible; such as a mansion, milk and honey, forgiving
her debtors and loving her neighbours. These
references speak to her perception of the Hereafter,
and some are linked to her apprehension about
going there.
LOCATE THE USE OF IMAGERY IN THE
POEM - NATURAL, HOMELY IMAGES
There are several natural and homely images
IDENTIFY THE TONE AND MOOD OF THE
kerry-ann.hepburn@gleanerjm.com
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 EXAMINE 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. Wouldnt 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 ladys comfort zone and her
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
movement of the wind through the trees. It suggests
a light breeze rather than a storm. The old woman
enjoys seeing this image.
POEM
Although the old woman is somewhat
apprehensive about the changes to her lifestyle that
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
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.
GIVE A PERSONAL RESPONSE TO THE
POEM
Think about these questions: What did you think
about this poem? Did you enjoy the poem? Why or
why not? Do you share the same fears that the old
woman has about the Hereafter? Are your thoughts
different? In what way?
Having applied the guideline, I want you to share
this poem with another classmate. Discuss all the
pointers that have been given in this lesson and
then try to analyse another poem on your own.
All the best! Blessings!
Natasha Thomas-Francis teaches at Glenmuir High School.
Send questions and comments to
19
yl:principles of business
Management information
YVONNE HARVEY
systems 1
Contributor
REETINGS! THIS week, we are
G
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.
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.
In the past, managers spent days,
months even, waiting for data to be
processed into information in order to
make important decisions. This has
changed somewhat in recent times
because of the availability of information
systems.
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
. Saving of time, money and
1 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.
. Improvement in production and
2
20
marketing techniques and profit
margins. MIS provides
Joylene Griffiths-Irving (left) unleashes her inner tiger, much to the delight of her boss, Bruce Bowen, and a
very startled Fae Ellington.
information that will ultimately lead to
qualitative and quantitative
improvements in production as well as
provide information which will allow for
improvements in marketing techniques
such as advertising and sales
promotions. Production and marketing
improvements will most likely transfer
into increased profit margins.
. Increased competitiveness. MIS
3
enables managers to access
information on their competitors.
They can study their competitors
YOUTHLINK MAGAZINE | MARCH 8-14, 2011
techniques with the aim of doing better
than them.
. Less likelihood of errors being
4 made. This is because it is a
computer-based system which
tends to be accurate.
. Decisions are able to be made at
5
all levels in the business.
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.
. Managers are assisted in
7
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.
Let us now consider the drawbacks or
the challenges of MIS.
CHALLENGES OF MIS
. 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.
. The high cost of training.
2 Managers must be trained to use
the systems, therefore, the overall
cost of human resource development
increases.
. Human error. Human error can
3 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.
. Often, too much information is
4 supplied. Too much information
can be just as harmful as too little.
. Information is not timely
5 sometimes. This means it is not
always on hand when it is needed.
Information that is too late cannot be
utilised effectively.
Okay, now you can work on this
essay-type question.
(a) What is a management information
system (MIS)? (2 marks)
(b) List two groups in an organisation
that benefit from MIS. (2 marks)
(c) Explain four reasons why MIS is
valuable in an organisation. (8 marks)
(d) Discuss four challenges of a MIS.
(8 marks)
Total marks: 20
Next weeks 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.
Yvonne Harvey teaches at Glenmuir High
School. Send questions and comments to
kerry-ann.hepburn@gleanerjm.com
yl:chemisry

Kerry Moxam, public relations officer at Claro, and Andrew Balbour, Claros events and promotions manager, gather with the Under-17 Reggae 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.

The mole and chemical equations

FRANCINE TAYLOR-CAMPBELL QUESTION 2 ANSWERS
Contributor Sodium reacts with ethanol at room temperature and pressure 2NaHCO3 (s) ==== Na2CO3(s) + CO2 (g) + H2O (l)
E WILL continue to look at questions involving the mole and its
W application to chemical equations.
according to the following equation:
2 Na(s) + 2 C2H5OH (l) == 2 C2H5ONa (s) + H2 (g)
Molar mass of NaHCO3 = 23 + 1 + 12 + 16*3 = 84g
21g of NaHCO3 = 0.25 mol = 21/84
Based on the equation, 2 mol of NaHCO3 produce 1 mol CO2
What volume of hydrogen at r.t.p. can be produced when 11.5g
Thus 0.25 mol NaHCO3 will produce 0.125 mol CO2
QUESTION 1 sodium react with excess ethanol? (2 mks) 3
At r.t.p. 1 mol CO2 has a volume of 24 dm
2 moles of sulphuric acid react with 1 mole of sodium carbonate to 3
0.125 mol CO2 = 0.125 x 24 = 3 dm
form a salt, water and carbon dioxide.
(i) Write a balanced equation for this reaction. (2 mks) ANSWERS
QUESTION 4
(ii) Is the salt formed an acid salt or a normal salt? Give a reason for
First, we must determine how many moles of sodium are present. A sample of calcium carbonate is heated to constant mass. Write an
your answer. (2 mks)
equation to represent this reaction.
(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
Calculate the mass of solid residue that would be obtained if 10g of
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)
calcium carbonate were heated. (5 mks)
Na = 23, C = 12, O = 16, S = 32, H = 1) (2 mks) Thus, 0.5 mol Na will produce 0.25 mol H2
1 mol H2 at r.t.p. == 24 dm3
ANSWERS
ANSWERS 0.25 mol H2 = 0.25 x 24 = 6 dm3. (i) CaCO3 (s) CaO (s) + CO2 (g)
1. (i) 2H2SO4 + Na2CO3 == NaHSO4 + H2O + CO2 (ii) Mr of CaCO3 = 40+12+(16*3) = 100 g; #mol in 10 g = 10/100 =
(ii) An acid salt is formed since it contains hydrogen ions (using the 0.1 mol CaCO3.
QUESTION 3 Based on equation, CaCO3 reacts to produce CaO (solid) in a 1:1
mole ratio given only an acid salt could be formed). Sodium carbonate, carbon dioxide and water are produced when
(iii) Molar mass of Na2CO3 = (23*2) + 12 + (16*3) = 106 g ratio
sodium hydrogen carbonate is heated. Hence #mol of CaO formed = 0.1 mol
10.6g of Na2CO3 = 0.1 mol (10.6/106)
Write an equation for the reaction. Mr of CaO = 40+16 = 56
Based on the equation, 1 mol Na2CO3 produce 1 mol of salt
What is the maximum volume of carbon dioxide that could be Mass of 0.1 mol = 56*0.1 = 5.6 g CaO
Therefore, 0.1 mol Na2CO3 produce 0.1 mol NaHSO4
Molar mass of NaHSO4 = 23 + 1 + 32 + 16*4 = 120g produced at room temperature and pressure on heating 21g of
Francine Taylor-Campbell teaches at Jamaica College. Send questions and
Mass of 0.1 mol of NaHSO4 = 0.1 x 120 = 12g sodium hydrogen carbonate? (4 mks) comments to kerry-ann.hepburn@gleanerjm.com

YOUTHLINK MAGAZINE | MARCH 8-14, 2011 21

yl:history
Peasantry
DEBBION HYMAN
Contributor
WHAT IS PEASANT FARMING?
Peasant farming describes small-
scale 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 ex-
slaves.
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
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 1860-
1910. In St Vincent, abandoned estates
were given to arrowroot farmers. This
was the colonial governments efforts to
provide land to farmers through a land-
settlement scheme.
YOUTHLINK MAGAZINE | MARCH 8-14, 2011
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.
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.
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 TERRITORIES
1. Rice British Guiana
2. Bananas Jamaica
3. Limes Dominica, St Lucia
4. Sea Island Cotton Montserrat,
St Vincent
5. Cocoa Trinidad, Grenada,
St Lucia, Dominica
6. Arrowroot St Vincent
7. Rubber Trinidad,
British Guiana
8. Coconuts Trinidad, Nevis
SOCIO-ECONOMIC CONTRIBUTIONS
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 Hughs High
School. Send questions and comments to
kerry-ann.hepburn@gleanerjm.com
yl:english literatre
BERYL CLARKE
Contributor
Fences
HIS PLAY, Fences, although set in
T
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 commissioners 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
commissioners 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 Troys 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
playwrights 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
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, dont 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 Gabriels
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 Pearls 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 cant 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 independent contributor. Send
questions and comments to
kerry-ann.hepburn@gleanerjm.com