YOUTHLINK MAGAZINE | 12 MARCH 1-7, 2011

yl:chemistry

FFRRAANNCCIINNEE TTAAYYLLOORR--CCAAMMPPBBEELLLLContributor

MAIN POINTm To perform calculations based on chemical reactions, an equation must first be written and then balanced so that the mole concept can be applied.

CALCULATIONS BASED ON EQUATIONSEExxaammppllee:: the reaction ( Pb = 207 C = 12 O = 16 H = 1 N = 14 )

PbCO3(s) + 2HNO3 (aq) = Pb(NO3)2 (aq) + H2O (l) + CO2 (g)

1 mole 2 moles 1 mole 1 mole 1 mole267g 2*63g 331g 18g 44g = 24 dm3 at RTP

QUESTIONS1. How many moles of nitric acid are needed to obtain 0.5 moles of lead nitrate? What volume of carbon dioxide is obtained in the same experiment (at RTP)?

ANSWER: 2 moles HNO3 = 1 mole Pb(NO3)2

1 mole HNO3 = 0.5 mol Pb(NO3)2

2 moles HNO3 = 24 dm3 CO2 at RTP1 mole HNO3 = 12 dm3 CO2 at RTP

2. If the nitric acid contains 2 moles in one dm3 (2 mol/dm3), what volume of nitric acid (in cm3) would be needed in Q1?

ANSWER: 2 moles HNO3 are contained in 1000 cm3 solution0.5 moles HNO3 are contained in 250 cm3 solution

3. How many grams of lead nitrate could be obtained from 53.4g of lead carbonate reacting with an excess of acid?

ANSWER: 267g PbCO3 = 331g Pb(NO3)2

53.4 PbCO3 = (331*53.4)/267 = 66.2g Pb(NO3)2

4. 30g PbCO3 were reacted with 100 cm3 of 2 mol/dm3 HNO3. When the reaction was complete, what mass of PbCO3 remained unreacted?

ANSWER: From the equation 267g PbCO3 react with 2 moles HNO3267g PbCO3 react with 1 dm3 of 2mol/dm3 HNO3

That is, 267g PbCO3 react with 1000 cm3 HNO3

26.7g will react with 100 cm3 HNO3

Excess PbCO3 = 30 - 26.7 = 3.3g

5. What volume of CO2 (at RTP) is produced in the experiment in Q4?

ANSWER:267g PbCO3 = 24 dm3 CO2 at RTP26.7g PbCO3 = 2.4 dm3 CO2 at RTP.

6. Iron sulphate was prepared by reacting an excess of iron with 100cm3 of 1 mol/dm3 sulphuric acid. ( Fe = 56 S = 32 H = 1 O = 16 )Equation Fe(s) + H2SO4 (aq) = FeSO4 (aq)+ H2(g)

a. What mass of iron reacted?b. What mass of FeSO4 could be produced?c. What volume of hydrogen at RTP would be obtained?d. When crystalline FeSO4.7H2O is obtained, what mass of this could be obtained?e. What volume of 1 mol/dm3 H2SO4 would react to produce 4.8 dm3 H2 at RTP?

ANSWERSa. .5.6g of iron.b. 15.2g FeSO4.c. 2.4 dm3 of hydrogen.d. 27.8g FeSO4.7H2O crystals.e. 200 cm3 of H2SO4.

Francine Taylor-Campbell teaches at Jamaica College. Send questions andcomments to kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

The mole and chemical equationsGreater Portmore Branch Library’s Shernett Bennett helps Merl Grove’s Kadesha Francis with her homework.

YOUTHLINK MAGAZINE | MARCH 1-7, 2011

yl:geography

13

MMAARRJJOORRIIEE HHEENNRRYYContributor

In the last lesson, I started to discuss question two from the May 2010 examination paper. That discussioncontinues today. I will restate each section of the question as the discussion ensues.

((bb))((ii)) WWiitthh tthhee aaiidd ooff aa ddiiaaggrraamm,, ddeessccrriibbee tthhee MMAAIINN ffeeaattuurreess ooff tthhee ttrreelllliiss ddrraaiinnaaggee ppaatttteerrnn..

Please note that you are being asked for both a diagram and a written account. Make sure to do both.However, a properly drawn, well-labelled diagram is acceptable. Here is a diagram of the trellis drainagepattern:

Examquestions

(part 2)

The trellis drainage pattern develops in areas of alternate layers of hard and soft rocks.The main river develops along the main slope, cutting across the bands of hard rock.The tributaries develop on soft rocks and join the main river at right angles.

((bb))((iiii)) DDeessccrriibbee ttwwoo wwaayyss iinn wwhhiicchh rriivveerrss ttrraannssppoorrtt tthheeiirr llooaadd..

There are four processes by which a river can transport its load, however, you are asked to describe onlytwo. Here are the processes:

m TTRRAACCTTIIOONN:: The stones are rolled along the river bed.m SSAALLTTAATTIIOONN:: Sand-sized particles bounce along the bed in a ‘leap frog’ movement (jerks and jumps).m SSUUSSPPEENNSSIIOONN:: Silt and clay-sized particles are carried within the water flow.m SSOOLLUUTTIIOONN:: Some minerals dissolve in the water.

((cc))((ii)) EExxppllaaiinn hhooww vvoollccaannooeess aarree ffoorrmmeedd aatt ccoonnvveerrggeenntt ppllaattee bboouunnddaarriieess..

Two plates, an oceanic and a continental, move towards one another and converge. The heavier (ordenser) oceanic plate sinks below the continental one. This area of downward movement is known as thesubduction zone. The sinking plate melts due to the heat in the mantle. The magma rises and reaches thesurface through vents, fissures or cracks in the continental plate forming volcanoes.

((cc))((iiii)) AAccccoouunntt ffoorr tthhee ffoorrmmaattiioonn ooff ffoolldd mmoouunnttaaiinnss aattaa)) CCoolllliissiioonn zzoonneess - Sometimes two continental plates moving towards each other collide. There is no

subduction as the density is the same. Sedimentary rocks lying on the plates are pushed and foldedforming mountain chains. One example is the Himalayas, which have been formed by the meeting of theEurasian and Australian plates.

bb)) SSuubbdduuccttiioonn zzoonneess - Two plates collide. The leading edge of one (the oceanic) is subducted or forcedunder the edge of the other plate (the continental). The area of subduction is called the subduction zone.However, since the crust of the continental plate is too buoyant to be forced down into the mantle, thecontinental crust has a lower density and so is buoyant. Mountains are formed along its edge by thecrumpling of the marginal rocks and their upthrusting by the sudsiding plate. One example is the RockiesMountain.

REFERENCES:GGeeooggrraapphhyy ffoorr CCSSEECC - Nelson ThornesGGeeooggrraapphhyy ffoorr CCSSEECC - Jeanette Ottley et alNNeeww CCaarriibbbbeeaann GGeeooggrraapphhyy - Vohn A. M. Rahil

Marjorie Henry is an independent contributor. Send questions and comments to kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

CONTRIBUTED

From left: NCB’s Sandra Lyn, Simone-Alana Scott, Sherena Wellington and CameshaCole turn heads to the camera, after participating in the 13th Annual Sigma CorporateRun which was held at the Emancipation Park on Sunday, February 20. NCB walkedaway with the coveted Best Corporate Run Team award.

YOUTHLINK MAGAZINE | 14 MARCH 1-7, 2011

yl:principles of businessYYVVOONNNNEE HHAARRVVEEYYContributor

HI FRIENDS! Let’s begin right away withour lesson. We shall consider the

communication process and strategies foreffective communication within anorganisation. I am sure you will agree with methat people working in businesses spend amajor portion of each day speaking, listening,writing and reading. These people areinvolved in the communication process. It hasbeen estimated that executives spend as muchas 2/3 of each work day communicating.

Communication has been defined in manyways. According to Karlene Robinson andSybile Hamil in CCXXCC PPrriinncciipplleess ooff BBuussiinneessss,“Communication is the means by which wecreate, transmit and interpret ideas, facts,data, feelings and opinions.” Communicationcan also be seen as the act of conveyinginformation or giving instructions. Simply put,it is the process of making contact betweentwo points, or it may be described asinteraction in any form.

Communication may be external, that is, itinvolves the firm or business organisationcommunicating with the outside world, or itmay be internal, involving persons within thefirm or business organisation communicatingwith one another.

ELEMENTS OF COMMUNICATIONThe communication process or cycle

involves the following elements:11.. TThhee ttrraannssmmiitttteerr (Sender) who creates the message, for example, a supervisor.

22.. AA mmeessssaaggee Specific information or idea being transmitted which includes meaninings from body language or any form of non-verbal communication.

33.. TThhee mmeeddiiuumm ooff ttrraannssmmiittttiioonn The channel through which the message is sent, for example, internal memorandum.

44.. TThhee rreecciieevveerrThe recipient of the message.

55.. FFeeeeddbbaacckk Response to the message, for example, signing the memorandum to indicate that the message is understood.

METHODS OF INTERNAL COMMUNICATIONThe main methods are oral, written and

visual communication.

OOrraall ccoommmmuunniiccaattiioonn refers to word-of-mouth communication between two or amongseveral parties. This includes direct speech,interviews, meetings, conferences, publicaddress systems, speech and use of thetelephone, intercoms and walkie-talkies.

For very complicated instruction, oralcommunication should not be used alone.However, it is useful where persuasion or co-operation is involved, since it maintains vitalperson-to-person contact. It is through oralcommunication that most internalcommunication takes place.

WWrriitttteenn ccoommmmuunniiccaattiioonn is the printed formand includes agendas, annual reports,bulletins, letters, memorandums, minutes ofmeetings, manuals, suggestion boxes,magazines, journals, newsletters, emails andfaxes.

VViissuuaall ccoommmmuunniiccaattiioonn is similar in intentand effect to written communication, exceptthat it is more abbreviated. Examples of visualcommunication include pictures, diagrams,symbols, closed-circuit television, films andfilm strips, charts, computers, posters andgraphs.

Now let us discuss some of the strategiesfor effective communication.

STRATEGIES FOR EFFECTIVECOMMUNICATION

Effective communication in a business isthe life-blood of its existence. Internalcommunication is important because itdevelops employer-employee understanding,it communicates instruction and intelligence,furthers employees’ interests, lessens theshock of technological change, helps to createa good public image and gives employeesopportunities for communication back to theiremployers. Good communication achievesefficiency.

Without effective communication, there maybe a breakdown in communication or delay inproduction. This may increase the cost ofproduction. So, what can be done to increasethe effectiveness of communication?

1. Ensure that the communication is twoway. This means that the sender of the

communication should allow the receiver ofthe communication to respond to what wasreceived.

2. Effort should be made to eliminate alldistractions. Distractions refer to anything

that interferes with the message, for example,noise and interruptions.

3. Choose an appropriate method orchannel of communication.

4. Ensure that all five elements ofcommunication are present.

5. Be specific. This means avoiding vagueor general words or words with several

meanings. For example, “Sales increased alittle” is vague. It is more effective to say“Sales increased by 10%.”

6. Avoid distortions. This refers to peopleconsciously or unconsciously changing

the message.

7. Plan the message. Think through the ideabefore saying or writing it.

8. Keep the receiver of the message inmind. This means you will treat the

receiver of the message with courtesy andrespect.

9. Keep the communication as short aspossible. This can be done by omitting

unnecessary detail.

Now, as usual, I must give you anassignment.

(a) Define the term communication. ((22 mmaarrkkss))

(b) Outline two reasons why effective communication flow is important to an organisation. ((44 mmaarrkkss))(c)List three methods of internal communication and explain any one.

((55 mmaarrkkss))(d) Give one example of a form of communication you would recommend to be used in a large factory for the following:- to announce the date and venue of the annual sports day- to announce a bomb scare- to inform employees of the terms and conditions of their employment ((33 mmaarrkkss))(e) Discuss three strategies that can be considered for effective communication

((66 mmaarrkkss))

TOTAL MARKS: 20

Next week’s lesson will be on managementinformation systems. Bye for now.

Yvonne Harvey teaches at Glenmuir High School. Sendquestions and comments to kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

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These members of the Inter-schools ChristianFellowship club at Holland High School know all aboutkeeping the faith.

YOUTHLINK MAGAZINE | MARCH 1-7, 2011

yl:history

15

DDEEBBBBIIOONN HHYYMMAANNContributor

CARIBBEAN ECONOMY is theme six in section B of the revised syllabus effective for examinationsfrom May/June 2011. It begins with the factors which created the crisis in the British-colonisedCaribbean sugar industry in the late 19th century and climaxes with an assessment of the effects of

industrialisation on the English-speaking Caribbean.

In this week’s lesson, we will be examining the factors which caused the decline in the British Caribbeansugar industry and the measures taken to reduce that decline. This is a very popular exam question. For thetheme Caribbean Economy, please ensure that you are competent with the following topics:

m Factors that created the crisis in the British-colonised Caribbean sugar industrym Measures taken to resolve the crisism Factors that led to the growth of Cuba’s sugar industrym The growth and survival of alternative agriculturem Factors accounting for industrial developmentm Effects of industrialisation

FACTORS WHICH CAUSED A DECLINE IN THE SUGAR INDUSTRYThe British Caribbean planters faced several problems that led to them being unable to produce sugar

competitively. Sugar in these territories was produced inefficiently. These inefficiencies were influenced bythe following:

a) the high costs of productionb) absenteeismc) lack of mechanisationd) poor sugar soils (in the mountainous Windwards)e) inadequate large arable lands

The decline in sugar production in the Windwards and Jamaica began prior to 1850. The reasons for thisincluded:

TRADE REGULATIONSDuties on all sugar being imported into Britain was equalised over a four-year period. Prior to this,

foreign (non-British) territories had to pay a high duty percentage on sugar being sent to Britain. This newact, however, would gradually reduce the duty, making their sugar even cheaper. The result was that BritishWest Indian (BWI) planters could not successfully compete against these cheap producers.

COMPETITION FROM CHEAP SUGAR PRODUCERSCuba, Brazil, Louisiana and Mauritius were countries that were able to produce sugar at a cheaper cost.They were considered as low-cost producers. They had several advantages that allowed them to produceat a cheap cost. They had the following advantages:a) large areas of flat arable landb) they had undergone mechanisation. These countries introduced steam engines, vacuum pans, centrifuges in large centralised factoriesc) slave labour - such as in the case of Cuba and Brazil that had slaves up to the late 19th century

COMPETITION FROM BEET PRODUCERSEurope was able to produce its own type of sugar (beet) at a cheap cost. The introduction of beet sugar

made Europe less dependent on BWI sugar.Even with the mounting problems faced by British Caribbeanplanters, they still attempted to save the sugar industry. Some of the measures included:

Caribbean economy 1875-1985

REVISION ACTIVITYBelow is a revision activity assessing what you have learnt.

PLEASE SEE ECONOMY, PAGE 16

YOUTHLINK MAGAZINE | 16 MARCH 1-7, 2011

yl:english language

NNAATTAASSHHAA TTHHOOMMAASS--FFRRAANNCCIISSContributor

EXPLORING A poem is a wonderfulexperience; language is broughtalive through the choice of words

that the poet uses. The poetry questionon Paper 01 or 02 of the English Aexamination is one way in which yourcomprehension may be tested.

In the exam, you should not attempt toanswer the questions after just onereading of the poem. Your first readingof the poem will introduce you to themain ideas or theme(s) in the poem.Your second reading should provide youwith the feelings and emotions (tone andmood) in the poem. Finally, your thirdreading will show you the images andother devices the poet uses to appeal tothe reader. It is normally after thisreading that you are able to fullyexperience the poem through yoursenses.

Consider the following guideline asyou analyse a poem:

11.. UUnnddeerrssttaanndd wwhhaatt tthhee ppooeemm iiss aabboouuttIn order to understand what is taking

place in the poem, you should askyourself the question: “What is thispoem about?” Generally speaking, apoem may cover some aspect of at leastone of the following themes:

m People (how they behave)m Life (how it is lived; one’s attitude to it)m Death (how it occurs; one’s attitude to it)m Love (for people and things)m Man’s treatment of/attitude towards nature

22.. LLooookk ffoorr mmeeaanniinnggss bbeellooww tthhee ssuurrffaacceeYou should read between the lines.

The language that the poet uses will beloaded with meanings that are notalways literal.

33.. LLooccaattee tthhee uussee ooff iimmaaggeerryy iinn tthhee ppooeemmImagery is what you can picture in the

poem. Locating the imagery is donethrough your senses (sight, touch, taste,hearing and smelling).

44.. LLooookk ffoorr ppaarrttiiccuullaarr wwoorrddss aannddpphhrraasseess aanndd eexxaammiinnee tthheeiirr eeffffeecctt..

Normally, the exam will require you toexplain or examine the effectiveness ofwords or phrases in the poem. Youwould need to say how thesewords/phrases make whatever is beingdescribed more vivid.

55.. EExxpplloorree ppooeettiicc ddeevviicceess uusseedd bbyy tthhee ppooeettSome of the devices with which you

should be familiar are:m Metaphor - An implied comparison between two things.m Simile - A direct comparison between two things expressed by the use of ‘like’ or ‘as’.m Personification - Human attributes being given to inanimate objects or tosomething that is not human.m Onomatopoeia - The use of words whose sounds suggest their meanings. (For example, buzz, sizzle, hiss, boom).m Alliteration - The repetition of speech sounds at the beginning of words. (for example, If you slip, you slide).m Euphemism - A mild or vague expression substituted for one

thought to be too harsh or direct. (for example, ass away for die)m Repetition - A device in which a word or phrase is repeated for emphasis.

66.. IIddeennttiiffyy tthhee ttoonnee aanndd mmoooodd ooff tthhee ppooeemmm Tone is the persona’s or poet’s attitude towards a subject/issue. It is created by the deliberate use of language. Tone conveys the overall attitude, spirit or character of a piece of writing. In poetry, you can use the following words to describe the tone: happy, pleasurable, reassuring, angry,frustrated, sad, impatient, fearful, anxious, enthusiastic, sarcastic.

m Poets can signal or evoke a particular mood by conscious and careful choice and arrangements of words. The mood is the effect that the poem has on the reader. The main difference between tone and mood is that the latter is related to how the reader feels about the issues raised in the poem, while the former is related to how the persona or poet feels. Words to describe mood include: happy, sombre, lively, nostalgic, light-hearted, pensive, reflective.

77.. GGiivvee aa ppeerrssoonnaall rreessppoonnssee ttoo tthheeppooeemm

Sometimes a question may requireyou to explain something in your ownwords. This is where your personalresponse is relevant. However, be carefulto use evidence from the poem tosupport your ideas.

If you follow this guideline, youshould have very little difficultyunderstanding and responding to anypoem.

In next week’s lesson, we will look at apoem and use the guide to analyse it.Until then, I want you to choose a poemfrom your textbook or magazine and usethe guide to understand it. I also wantyou to be inspired by an object or eventin your life and try to write poeticallyabout it. Share your thoughts with yourpeers and teacher.

Have a productive week!

Natasha Thomas-Francis teaches at GlenmuirHigh School. Send questions and comments tokkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

Poetry analysisECONOMY

continued from page 15

ACROSS4. Cuba had use of this form of labour until 1886.6. Spanish colony that produced sugar profitably.8. Many planters received this to stay afloat.9. The production of sugar at one ‘central’ factory.11. Cuba recruited a lot of workers from this territory.12. Planters reduced this as a cost-saving technique.13. One of the machinery introduced by the Cubans. Begins with a ‘v’.

DOWN1. The introduction of machinery into sugar production.2. The merging of two or more estates.3. Many BWI planters turned to this scheme as a way of saving the sugar industry. Begins with an ‘i’.5. American state which produced sugar cheaply.7. Sugar produced in Europe.10. In full, the Sugar Duties ____ Act.

ANSWERS

ACROSS4. Slave6. Cuba8. Loans9. Centralisation11. China12. Wages13. Vacuum pans

DOWN1. Mechanisation2. Amalgamation3. Immigration5. Louisiana7. Beet10. Equalisation

Answers to last week’s multiple-choice activity.

1. C 2. C 3.C4. A 5. D 6. B7. C 8. A 9. B10. B 11. B 12.C

Debbion Hyman teaches at St Hugh’s High School. Send questions and comments to kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

Nola Stanford (left) has much to say to social studies teacher Veronique O’Meally of Kingsway High School (second left) and her students.

YOUTHLINK MAGAZINE | MARCH 1-7, 2011

yl:biology

17

MMOONNAACCIIAA WWIILLLLIIAAMMSSContributor

THIS WEEK, we will begin to look at genetics. Like the topic wehave just completed, it is one that might not be dealt with in greatdetail in your class sessions due to time constraints. However, I

need to tell you that any study of genetics must be preceded by a studyof cell division. Without knowledge of cell division you will havedifficulty understanding genetics. Hence, we will do a quick revision ofcell division before we begin.

CELL DIVISIONAll new cells in living organisms are produced by cell division.

There are two types of cell division. These are called mitosis andmeiosis. The cells produced by mitosis are known as body cells orsomatic cells; those produced by meiosis are the sex cells or gametes.

Daughter cells produced by mitosis are identical to the parent celland, therefore, have the same number of chromosomes as the parentcell.

The sex cell or gamete (the egg or the sperm in animals and eggand pollen in plants) which is produced by meiosis has half thenumber of chromosomes of the parent cell. Can you think of a reasonfor this?

Meiosis occurs in the ovary and the testis of animals, and in theovary and anther of plants. The ovary in animals produces the egg; thetestis produces the sperm and in plants the anther produces thepollen.

INTRODUCTION TO GENETICSThis study is going to include words that you might not have seen

before, so, as is customary, let us first look at the definition of thesewords.

CHROMOSOME Threadlike bodies found within the nucleus that carry the genes

which control the characteristic of the organism. The number ofchromosomes present is specific to each species. Humans have 22pairs of somatic chromosomes and one pair of sex chromosomes.

DIPLOID The full number of chromosomes that an organism possesses. This

is the number in the somatic or body cells. In humans, this is 46, thatis, 44 somatic + 2 sex chromosomes.

HAPLOIDThis is half the diploid number of chromosomes or the number

present in the sex cell; that is, in humans, the egg has 23 and thesperm has 23, a half of 46. Have you figured out yet why the number ishalved? Think about what happens at fertilisation when the eggnucleus fuses with the sperm nucleus!

GENE This is a specific section on a chromosome that determines a

characteristic, for example, eye colour in humans, flower colour inplants.

ALLELE The different forms of the same gene, for example, eye colour,

brown and blue are alleles for eye colour.

GENOTYPE This refers to the alleles that you have on your chromosomes or, in

other words, your genetic makeup.

PHENOTYPE This refers to or describes your appearance; what you look like,

whether you have brown or blue eyes, or whether or not you can rollyour tongue.

HOMOZYGOUS When both the alleles controlling a characteristic are the same, the

organism is said to be homozygous for the characteristic, for example,if the individual can roll his tongue and both the alleles for tonguerolling are the same, then the individual is said to be homozygous.Homo means same.

HETEROZYGOUS When both alleles controlling the characteristic are different, the

organism is said to be heterozygous for the characteristic. Heteromeans different.

Notice that reference has been made to alleles being the same anddifferent. What is meant by this? In order to explain this we will needto meet two other new words. These are dominant and recessive. Whatdo these mean?

An allele is said to be dominant if when it is present on onechromosome with the allele governing the particular characteristic onits matching chromosome, it is the one that is seen in the phenotype.Remember that chromosomes are found in pairs. Each member of thepair will have one of the alleles governing the characteristic, forexample, eye colour. One chromosome can have the allele responsiblefor brown eye colour and the other the allele responsible for blue eyecolour.

Do you remember the word phenotype? Look at the definition again.In the example given, even though the allele for brown eyes and blueeyes are present, the individual has brown eyes. This means that it isthe allele for brown eyes that is expressed. The allele for brown eyesis, therefore, dominant to the allele for blue eyes. The allele that is notexpressed is said to be recessive.

The dominant allele is said to mask the expression of the recessive.The recessive can only be expressed when the dominant is absent.

Let us see what this means. Dominant alleles can be expressed inthe phenotype when both alleles are dominant, that is, the same, andare, therefore, homozygous; also when both alleles are different andare, therefore, heterozygous. The recessive characteristic can only beexpressed in the phenotype when it is in the homozygous condition,that is, when the two recessive alleles are together.

Below is a list of characteristics that are governed by dominantgenes in humans.

m Frecklesm Dark hairm Tongue rollingm Free ear lobem Normal skin colour

The recessive condition would be:m No frecklesm Light coloured hairm Non-tongue rollingm Ear lobe joinedm Albino

Next week, we will look at how genes are inherited. See you then!

Monacia Williams teaches at Glenmuir High School. Send questions and commentsto kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

The study ofinheritance

Male students at Ardenne High School respond to a charge given to them during Male Awareness Day which was heldrecently, under the theme,‘Bright and Brave: Lead the Change’.

YOUTHLINK MAGAZINE | 18 MARCH 1-7, 2011

yl:information technologyNNAATTAALLEEEE AA.. JJOOHHNNSSOONNContributor

HELLO, STUDENTS. In this week’slesson, we will be starting a newunit on which we will be focusing

for the next few weeks. It is problemsolving and program design. Have youever wondered how problems are solvedon the computer, or why we ourselveshave problems we cannot seem to solve?Well, you are going to be requiring youranalytical skills with some mathematicalknowledge for this unit.

In our everyday life, we actually solvesimple problems. For example, you havea problem getting to school early in themorning. How would you solve thisproblem?

m Examine the problemm Determine possible solutions to the problem such as setting an alarm clock; making arrangements with a

taxi to pick you up early, travelling with a friend who is normally early for school or getting ready for school earlier.m Evaluate to determine the best possible solution to the problemm Choose the best solution to your problem

Similarly, the computer is designed tosolve problems for you, the user. How isthis possible? A computer solves end-user problems by following a set ofinstructions given to it by theprogrammer which produces thespecified results. The computerprogrammer creates the instructions forthe computer to follow. Theseinstructions are referred to as computerprograms. You were introduced to theterm computer programs when welooked at software.

A computer program is a finite set ofclear and specific instructions written ina programming language.

PROBLEM-SOLVING ON THECOMPUTER

The design of any computer programinvolves two major phases:

m The problem-solving phasem The implementation phase

The problem-solving phasecomprises the following steps:

1) Define the problem2) Find a solution to the problem3) Evaluate alternative solutions4) Represent the most efficient solution as an algorithm (you will learn about this in up-coming lessons)5) Test the algorithm for correctness

The implementation phase comprisesthe following steps:

1) Translate the algorithm into aspecific programming language

2) Execute the program on the computer3) Maintain the program

DEFINING THE PROBLEMDefining the problem is a way to help

the programmer understand what he orshe is required to do. It involvesbreaking down the problem into threekey components:

m What is given (that is, the inputs)m The expected results (that is, the output)m The tasks that must be performed (that is, processing)

These three components can beillustrated using what is called a definingdiagram. Some texts may refer to this asthe input processing and output (IPO)chart. The defining diagram is a formalapproach to defining a problem. Thedefining diagram is a table with threecolumns, which represents the threecomponents: input, output andprocessing.

THE INPUTThe input is the source data provided.

You can identify what is the input in agiven problem by the followingkeywords: given, read or accept.

THE OUTPUTThe output is the end result required.

You can identify what is the output in agiven problem by the followingkeywords: print, display and output.

THE PROCESSINGThe processing column is a list of

what actions are to be performed toachieve the required output.

Let us now look at an example of aproblem that is defined with theconstruction of a defining diagram.

EXAMPLE 1A program is required to read three

numbers, calculate and print their total.

DEFINING DIAGRAM:IINNPPUUTT PPRROOCCEESSSSIINNGG OOUUTTPPUUTT3 num 1. Read/get 3 nums TOTALSay num1, 2. Add numbers num2, togethernum3 3. Print total

We will break here to look at thesolutions to the revision questions Igave you in the previous lesson.

1. (a)(i) modem, telephone, fax machine(ii) Reduction in travel expenses

/fuel consumption- Working men and women would be able to spend more time with their families(iii) The worker might miss out on promotion opportunities at centralheadquarters- Increase in expenses such as telephone, electricity, etc.

(b) Telecommuting involves working off-site/home and communicating with the office, while telecon-ferencing and telemarketing do not. Telemarketing is the use of the telephone as an interactive medium for promotion and sales to prospective customers, while telecon-ferencing is used by organisations to conduct meetings involving individuals who are located at various parts of the world.2. (i) An expert system is a program that reproduces the knowledge and

thought processes of human experts in certain well-defined fields.

(ii) Areas of application - any one of the following:(a) Medicine - diagnosis of infectious blood diseases, prescription of medicine(b) Geology - search for mineral deposits(c) Chemistry - identifying molecular structure of compounds

ADVANTAGES:m Does not display biased judgementsm Does not jump to conclusions on the face of contrary evidencem Systematically considers all possible alternatives

DISADVANTAGES:m Not good at judgement requiring common sensem Cannot adapt easily to new rules and conceptsm Cannot reason across disciplines

3. (i) CCAADD - Computer AidedDrafting/Designing - A system that usescomputer hardware and software in thedrawing of engineering or architecturaldesigns.

CCAAMM - the use of a computer tocontrol manufacturing plant andequipment in a production system toproduce a product.

(ii) CCAADD and CCAAMM are integrated sothat an object is designed, tested andthen passed to a manufacturing process.

4. (a) Robotic arms are used in themanufacturing of motor vehicles. Onefunction that the robotic arm serves is tospray the motor cars with a uniform coatof paint.

(b)(1) Robots do not miss(2) It wastes less than half as much paint as a human painter does(3) They are not affected by the dangerous fumes or heat, therefore, they do not get sick

See you next week, when we willcontinue to look at problem solving andprogram design. Remember, if you fail toprepare, be prepared to fail.

Natalee A. Johnson teaches at Ardenne HighSchool. Send questions and comments to kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

Problem solvingand

program design

School Dayz Round 1 Singathon finalists (l-r) Asheika Cunningham, ‘DJ Sheika’, Foga Road High School,Eon Campbell, ‘Alabama’, Gaynstead High School and Daina Fletcher, ‘Quanito’, St Jago High School sharein the excitement with Honey Bun Marketing Director Krystal Chong after their first professionalrecording experience at ZIP 103 FM.

YOUTHLINK MAGAZINE | MARCH 1-7, 2011

yl:office administration

19

HHYYAACCIINNTTHH TTUUGGMMAANNContributor

THE PURPOSE of the factory office is tocoordinate the activities of the productionprocess to allow for maximum efficiency and

to make quality products in the required quantities.The size of the factory office is generally

determined by the manufacturing or productionactivities that take place in a company. In a largecompany, there is usually a productiondepartment managed by a production managerwho oversees:

m Manufacturing of articlesm Organisation and management of the factorym Factory and production planningm Dispatch and transportationm Stockroomm Maintenance of good office services

RELATIONSHIP OF THE FACTORY OFFICEWITH OTHER DEPARTMENTS:

SALES DEPARTMENTIt is important that the factory office maintain a

close relationship with the sales office so that whenorders are made, the sales department will checkcarefully and present to the accountant for clearing(or verification and credit worthiness). Salesinvoices are then prepared, after which copies aresent to the dispatch and transport section of thefactory office for processing.

PURCHASING DEPARTMENTIt is the responsibility of the purchasing

department to obtain tools and materials for thefactory. Therefore, the factory office clerk should bein constant dialogue with the purchasingdepartment, reporting on the status of these. If thefactory experiences difficulty in obtaining constantsupplies of raw materials from its suppliers, theprogress-chasing clerks work diligently with thepurchasing department to locate the materials or tofind suitable substitutes. The aim is to keep theproduction line going; thus ensuring the customerof continued supplies of the commodity.

STOCKROOMThe stockroom is essential to the production

department as items produced must be carefullystocked away until they are ready to be dispatchedto various customers. Raw materials, too, need tobe stocked in sufficient quantities so that theproduction process is not jeopardised.

ACCOUNTS DEPARTMENTThe accounting department must be involved in

the estimating, costing and general budgetingactivities for production. A factory office clerk must,in some cases, record factory workers’ hours ofregular and overtime work and the informationpassed on to the accounts department for paymentto be prepared.

HUMAN RESOURCES DEPARTMENT

This department is responsible for the

recruitment, selection, orientation and induction ofworkers, as well as their welfare and ongoingtraining.

FUNCTIONS OF THE FACTORY OFFICE:11.. OOrrggaanniissaattiioonn ooff pprroodduuccttiioonn aaccttiivviittiieessThe major function of the factory office is the

organisation of production activities. This isbecause the office brings together productionprinciples and processes, production staff,production procedures, production materials,machinery and tools, company policies andobjectives as well as statutory rules and regulationsin the creation of articles for consumption.

The office, therefore, has responsibility for:a. Planning and supervising all types of manufacturing

b. Maintaining suitable procedures for the

controlof productionc. Maintaining an appropriate level of discipline in the factoryd. Maintaining the factory, including power supply, plant, equipment, machinery, tools and buildingse. Maintaining an excellent transportation systemf. Suggesting ways in which improvements can be made

22.. IImmpplleemmeennttaattiioonnProduction planning is just one major function of

manufacturing goods. Implementation requires thecontrol of various activities. Two important activitiesassociated with implementation are:

a. Instructing supervisors with regard to what is to be produced and when production is to commenceb. Determining the method of production to be utilised, for example:

ii.. BBaattcchh pprroodduuccttiioonn - the making of a

number of similar items at the same time.iiii.. MMaassss pprroodduuccttiioonn - this involves the production of large quantities of goods to cater to a mass demand. Clothing, shoes and cars are usually mass produced. This method is referred to as an assembly-line operation.iiiiii.. OOnnee--lliinnee pprroodduuccttiioonn - from time to time, factories sign contracts with customers for the production of single ‘non-repeated’ products as well as a few articles of a similar design.

Until next week, see you.

Hyacinth Tugman teaches at Glenmuir High School. Sendquestions and comments to kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

The factorycontrol office

Chanelle Mitchell (second right) and Devonte McCarthy (right) tag Governor General Sir Patrick Allen (left) while Lady Allen andCourtney Campbell, CEO of Grace Kennedy Financial Group, wait their turn at King’s House on Monday, February 21, during thelaunch of the Girls’ Brigade Tag Drive under the theme ‘Together we can’.

YOUTHLINK MAGAZINE | 20 MARCH 1-7, 2011

yl:mathematics

CCLLEEMMEENNTT RRAADDCCLLIIFFFFEEContributor

LAST WEEK, you were given solutions to select past-paper questions. I do hope that you found theentire exercise beneficial. You are expected, of course, to continue to do other examples on your own.Past papers are available in the book shops and you should endeavour to make use of these, along

with the examples you will find in your textbooks.Today, we will begin the review of vectors.Please review the following description:(a) A motor car travels with velocity 45 Km per hour due north.(b) A force of 25 N due East.

Could you say what both statements have in common?

You are correct that in both cases, their sizes and directions are given. These are examples of vectorquantities representing velocity of a car and force, respectively. A vector quantity is one which identifiesboth the magnitude (size) and direction; for example, the velocity given above. A speed of 20 metres persecond is a scalar quantity. (No direction is given).

Vectors

Clement Radcliffe is an independent contributor. Send questions and comments to kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

YOUTHLINK MAGAZINE | MARCH 1-7, 2011

yl:social studies

21

MMAAUURREEEENN CCAAMMPPBBEELLLLContributor

MIGRATION IS the movement of people fromone place to another. There are two maintypes of migration, internal migration -

movement within one country, and internationalmigration - movement from one country to another.An example of internal migration in Jamaica is themovement from St Elizabeth to Kingston. Anexample of international migration is the movementfrom Jamaica to Europe or the United States.

Why do people migrate from one place toanother? The reasons for migration can be dividedinto two main areas - push and pull factors. Pushfactors are things that are bad about the place thatone lives in, and pull factors are things that attractone to another area.

PUSH FACTORSPush factors are those in the country of origin or

part of the country which force people to move, andinclude:

m Not enough jobsm Few opportunitiesm Famine or droughtm Political fear or persecutionm Poor medical carem Loss of wealthm Natural disastersm Death threatsm Lack of political or religious freedomm Pollutionm Poor housingm Discriminationm War/Civil war

PULL FACTORSPull factors are factors in the host/target country

or area of a country which encourage people to wantto move there, include:

m Job opportunitiesm Better living conditionsm Political and/or religious freedomm Educationm Better medical carem Attractive climatesm SecurityPeople who migrate are called migrants or, more

specifically, emigrants, immigrants or settlers,depending on historical setting, circumstances andperspective

EFFECTS/CONSEQUENCES OF MIGRATION(COUNTRIES OF ORIGIN AND HOST COUNTRY)

The effects of migration vary widely. Countries oforigin may experience both gains and losses in theshort term, but may stand to gain over the longerterm. For receiving/host countries, temporaryprogrammes help to address skills shortages butmay decrease domestic wages and add to publicwelfare burden.

““WWhhiillee eevveerryy mmoouutthh bbrriinnggss aa ppaaiirr ooff hhaannddss,, tthheesseehhaannddss ssoommeettiimmeess mmaakkee mmoorree tthhaann tthheeyy eeaatt aannddssoommeettiimmeess lleessss,,”” noted a writer in the FinancialTimes.

For countries of origin, the short-term economicbenefit of emigration is found in remittances.According to the World Bank, remittancesworldwide were estimated at $414 billion in 2009.This figure, though, only takes into account fundssent by formal channels, so the amount is muchlarger.

For host countries, the positive gains fromimmigration result from the infusion of cheap andeager labour into the economy. In the United Statesand Canada, migrant workers often fill low-wagejobs for which there is not enough local supply oflabour, such as farm labour. Just as cheap importsof industrial goods benefit the American economy,so too does the importation of cheap labour.Economists who support the notion of thesepositive gains claim that immigration has littleimpact on wages or job availability for domesticworkers.

At the same time, developing countries can sufferfrom brain drain - the loss of trained and educatedindividuals to emigration - an example of thepossible negative effects of emigration fordeveloping countries.

Indeed, cultural issues are a significant factor inthe response to global migration. Fear and distrustof immigrants has fuelled the creation and successof anti-immigrant laws in several countries. Many ofthese have linked immigration to social ills such asunemployment and crime.

OTHER PROBLEMS ASSOCIATED WITHMIGRATION

m In the countries of destination, migrants are generally regarded negatively or ignored.m Migrants have been blamed for or are feared to cause various problems including the rise in crime, the spread of diseases, the taking away of jobs from locals or driving down the wages of local workers.m In the case of foreign domestic helpers, their influence on the young has been a cause for concern.m The media’s tendency to focus on migrants arrested for migration violations or problems they encountered adds to the perception of migration as a problem-ridden issue.

CAN THERE BE AN END TO MIGRATIONm Migration will be a major, unstoppable fact of global life until the economic disparities between sending and receiving states are equal or more equal. Can this ever happen? Once people recognise there is better life opportunity elsewhere, they will tend to always move towards it.m How easy is it to stop the movement of human beings and the resulting increased populations of illegal immigrants in host countries coming in from developed countries?m Dealing with both legal and illegal

immigration, then, is one of the pressing issuesfacing governments and societies across the world.

CONCEPTS/TERMS YOU SHOULD KNOWIInntteerrnnaattiioonnaall OOrrggaanniissaattiioonn ffoorr mmiiggrraattiioonn ((IIOOMM))::

This intergovernmental organisation works withgovernmental, intergovernmental and non-government organisations (NGOs) to promotehumane and orderly migration. The organisationalso provides services and advice to its members.

BBrraaiinn ddrraaiinn:: The loss of trained and educatedindividuals to emigration.

HHuummaann ttrraaffffiicckkiinngg:: The process includesrecruiting, transporting, transferring, harboringindividuals for exploitation. Human trafficking oftenuses illicit means such as bribery, coercion, force,abduction, fraud and deception to achieve its goals.

PPuullll ffaaccttoorrss:: Factors that attract people away fromhome. Pull factors occur within receiving states,that is, states that receive immigrants who havemoved away from their places of origin.

PPuusshh ffaaccttoorrss:: Factors that drive migrants to a newlocation. Push factors occur within sending states,that is, those that send migrants abroad.

UUnniitteedd NNaattiioonnss CCoommmmiissssiioonn ffoorr RReeffuuggeeeess((UUNNHHCCRR)):: The agency is mandated to lead and co-ordinate international action to protect refugees andresolve refugee problems worldwide. Its primarypurpose is to safeguard the rights and well-being ofrefugees.

MMiiggrraattiioonn:: the movement of people across aspecified boundary for the purpose of establishing anew or semi-permanent residence.

IInntteerrnnaall mmiiggrraattiioonn:: occurs when someone movesfrom one section of a country to another, usually foreconomic reasons. The most notable example ofinternal migration has been the movement fromrural regions to cities.

IInntteerrnnaattiioonnaall mmiiggrraattiioonn:: change of residence overnational boundaries. An international migrant issomeone who moves to a different country.International migrants are further classified as legalimmigrants, illegal immigrants and refugees. Legalimmigrants are those who moved with the legalpermission of the receiver nation; illegal immigrantsare those who moved without legal permission, andrefugees are those who have crossed aninternational boundary to escape persecution.

MMiiggrraanntt:: An individual who moves from oneregion to another by chance, instinct or plan.

EEmmiiggrraanntt:: an individual who leaves one countryfor another in order to settle there.

IImmmmiiggrraanntt:: a person who comes to a country inwhich he/she was not born, in order to settle there.

ACTIVITIES1. Define the following terms associated with migration: asylum, refugee, step migration and emigration.2. Give four reasons why people migrate.3. When is migration considered illegal in most countries?4. State two requirements for migrating from the Caribbean region to the United States.5. Explain the following: Migration has two-fold effects with regard to the countries involved in itsprocess.

Maureen Campbell teaches at St Hugh’s High School. Sendquestions and comments to kkeerrrryy--aannnn..hheeppbbuurr@@gglleeaanneerrjjmm..ccoomm

The moving process

These Campion Collegesixth-formers are proud tobe at the ‘Top of the Class’.

YOUTHLINK MAGAZINE | 22 MARCH 1-7, 2011

yl:principles of accounts

RROOXXAANNNNEE WWRRIIGGHHTTContributor

INTERPRETATION OF FINAL ACCOUNTS

Below is the solution to last week’s homework alert.Workings:

Interpretationof final

accounts

FACTS TO REMEMBER:A firm with a ‘good’ current ratio is one that is liquid enough to pay its creditors on time and pay for its

expenses when they become due. However, it may have to depend on the sale of goods in stock to meetthose obligations.

A firm with a ‘bad’ acid test ratio is one that is not liquid enough to pay its creditors on time or pay forexpenses when they become due, without having to depend on the sale of goods in stock to meet thoseobligations.

Match your answer with mine and make the correction where necessary, and always pay attention to theprinciples applied and make great effort to retain them for future use.

Next week, the presentation will be a worked example of a sole trader and adjustment question. See youthen.

Roxanne Wright teaches at Immaculate Academy. Send questions and comments to kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm