YOUTHLINK MAGAZINE | 12 APRIL 30-MAY 6, 2013

DDEEBBBBIIOONN HHYYMMAANNContributor

OBJECTIVES AT THE end of the lesson you should be able to:1. Describe the role of outstanding male and

female protest leaders.

JAMAICA

ALEXANDER BUSTAMANTE (1884-1977)Jamaica’s modern trade union movement began

with William Alexander Clarke (later AlexanderBustamante). Bustamante acted as an advocate inthe workers movement in the early 1930s. Hesubsequently developed a relationship with StWilliam Grant, a labour advocate known for holdingregular ‘banyan lectures’ under the great banyantrees in Victoria Park. In 1937, Bustamante becameinvolved in the newly formed Jamaica Tradesmenand Workers Union (JWTU), giving ‘Busta’ an arenato present himself as the representative of theworking class. The JWTU was formed by Coombson June 29, 1937. In 1938, he formed theBustamante Industrial Trade Union (BITU). He laterformed the Jamaica Labour Party in 1943 andbecame prime minister of independent Jamaica in1962.

NORMAN WASHINGTON MANLEY (1893-1969)

Norman Manley was born in the district ofRoxborough, Manchester, on July 4, 1893. He wasa distinguished athlete and brilliant scholar. Thisbrilliance allowed him to receive the prestigiousRhodes Scholarship in 1914 to study law. In 1937Manley established a social development agency,Jamaica Welfare Limited (JWL), the first of its kindin the island. He became known as the ‘labourmediator’ especially after the arrest of AlexanderBustamante and St William Grant in the labour riotsof 1938. In September 1938, he formed the People’sNational Party (PNP).

Manley opposed Crown Colony government anduntil 1949, pressed for a total end to the system inJamaica. He criticised the constitutional changes of

1953, which ushered in ministerial government. The1953 constitution left defence, justice and foreignaffairs in the hands of the Crown. In 1955, Manley’sPNP came to power and quickly changed to fullcabinet government. In 1959, Jamaica won fullinternal self-government. Manley was a majorproponent of Federation. This, however, collapsedin 1962. He called an election only a few monthsafter the referendum on Federation in 1962 and lostto the JLP.

TRINIDAD & TOBAGO

ARTHUR CIPRIANI (1875-1945)He was a member of the British West Indies

Regiment during the First World War. In 1925, hewas elected to the Legislative Council. Cipriani wasa leading member of the Trinidad Workingman’sAssociation, later renamed the Trinidad LabourParty.

ERIC WILLIAMS (1911-1981)In 1944, Eric Williams published his seminal

work, CCaappiittaalliissmm && SSllaavveerryy, became a facultymember at Howard University and researchsecretary of the Caribbean Commission. Williamsreturned to Trinidad in 1948 as deputy chairman ofthe Caribbean Research Council. He built up a largefollowing from his association with the People’sEducational Movement (PEM), a group throughwhich he gave his political speeches. He also gavepublic lectures at Woodford Square in Port-of-Spain. In 1956, Cipriani formed the People’sNational Movement. He would become chiefminister of the country in 1956 and led Trinidad andTobago to independence in August 1962.

GUYANA

CHEDDI JAGAN (1918-1997)Cheddi Jagan was chief minister-premier of

colonial Guyana between 1957 and 1961 andpremier from 1961 to 1964. He became involved inpolitics shortly after his return, gaining a seat in thelegislature as an independent candidate in 1947.Jagan would soon after join the British GuianaLabour Party. Upon the disintegration of that party,he and others formed the People’s Progressive PartyThe party subsequently won the 1953 elections.There were fears, especially by the opposition in theearly 1960s, that the PPP intended to turn colonialGuyana into a communist state. Fearing such aprospect, Britain landed troops in the territory. Onorders from Britain, the governor suspended theconstitution and set up an interim government ofnominated officials. The British action delayed thecoming of internal self- government andindependence to colonial Guyana for many years.The country became independent in May 1966under the leadership of Forbes Burnham and thePeople’s National Congress.

SOURCEFFrreeeeddoommss WWoonn:: CCaarriibbbbeeaann EEmmaanncciippaattiioonnss,,

EEtthhnniicciittiieess aanndd NNaattiioonnhhoood - Hilary Beckles &Verene Shepherd. (Chapter 18)

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

Popular protests in the 1930s – outstanding protest leaders

COLINHAMILTON/PHOTOGRAPHER

(From left) Kevan Taylor and Dominic Anderson, top 2012 CAPE students in geometricand mechanical engineering drawing, Unit 2 at Meadowbrook High School.

yl:history

YOUTHLINK MAGAZINE | APRIL 30-MAY 6, 2013 13

yl:chemistry

Organic chemistry reviewFFRRAANNCCIINNEE TTAAYYLLOORR--CCAAMMPPBBEELLLLContributor

WE WILL be examining the environmental impacts ofburning fossil fuels in this lesson.

IMPORTANT POINTS� When hydrocarbons are burnt they are oxidised to form

carbon dioxide and water. This is called complete combustion.

� In incomplete combustion, only a small amount ofoxygen is used, which may not be enough to convert all of thehydrocarbon present into carbon dioxide. Instead, a toxic gascalled carbon monoxide is formed. In even more limitedoxygen, carbon (or black soot) can be formed.

� Carbon monoxide is toxic since it binds to haemoglobinin your body, preventing the blood from carrying oxygen. Thiscan cause death.

� Particles from fuels help to pollute the air with unburnthydrocarbons called particulates. These can cause cancer.

� Fossil fuels contain sulphur compounds. When these areburnt, the sulphur is oxidised and becomes sulphur dioxidegas.

� Sulphur dioxide is an acidic oxide which dissolves inrainwater to form a weak acid. The sulphur dioxide can also beoxidised further to form sulphur trioxide, which combines withwater to form sulphuric acid.

� The exhausts from car engines that burn fuels alsocontain oxides of nitrogen. These can react with rainwater toform nitric acid.

� Acid rain can damage trees, increase the acidity of riversand lakes, causing death to aquatic organisms such as fish. Itcan also damage buildings when it reacts with the metal orlimestone structures.

� To reduce the effect of fossil fuels, alternative forms ofenergy can be used which are ‘cleaner’ and less damaging tothe environment.

� Catalytic converters in car exhausts can convert nitrogenoxides and carbon monoxides into less harmful gases, whichcan reduce their effect on the environment.

� Acidic gases produced from burning fuels can beneutralised by reacting with limestone and water.

� For example: CaCO3 + SO2 == CaSO3 + SO2

GREENHOUSE EFFECT AND GLOBAL WARMING� The Earth is kept warm by the atmosphere that behaves

as a greenhouse. The rays of the sun enter the Earth and helpto warm the atmosphere by gases such as carbon dioxide andwater vapour, which absorbs some of the heat. The productionof more carbon dioxide and other greenhouse gases such asmethane are helping to make the Earth warmer, as they areabsorbing more of the sun’s radiation and thus preventing themfrom going back into space.

� The increase in greenhouse gases is causing the Earth tobecome hotter. This is called global warming.

� The effects of global warming are likely to be the meltingof ice caps, the rise in sea levels, climate changes around partsof the world resulting in increased floodings or longer droughtperiods.

� Reducing the amount of carbon dioxide being releasedinto the atmosphere could reduce the greenhouse effect. Thiscan be done by burning less fossil fuels and also plantingmore trees to use up the carbon dioxide produced. This willhelp to restore the Earth’s natural balance.

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

yl:g

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aphy Wave

erosionMMAARRJJOORRIIEE HHEENNRRYYContributor

THE DISCUSSION on wave erosion continues in thisweek’s lesson. In the last lesson, I had indicated thattwo types of waves can be identified, constructive and

destructive. The destructive waves are the ones that areengaged in erosion. I ended the lesson by stating that therate at which marine erosion proceeds depends on a varietyof conditions or factors. Some of these are tabulated below:

(i) The exposure of the coast to wave action and the power of the waves.(ii) The supply of beach material which the waves find suitable as tools with which to work. While hard rocks and boulder clay usually provide an abundance of

pebbles, fine-grained rocks yield mostly fine fragments which are less effective as erosive tools.(iii) The nature of the coastal rocks in terms of hardness,resistance and character. Hard, tough rocks, especially ifthey are massive in character and have few joints and bedding planes, are much more resistant to erosive forces than soft, loosely compacted or fissured rocks. The presence of such things as cracks, joints and fissures help to accelerate erosion.(iv) The rock structure – massive rocks are usually more resistant than bedded rocks.(v) Human interference in coast protection.

In revising waves, take time to read and understand thedifferent parts of the waves:

� crest� fetch� wave length� wave height� trough� swash� backwash

Practise doing diagrams to show the different parts ofthe waves. These must be properly labelled.

Several coastal features are formed as a result of waveerosion. All are associated with the formation of cliffs or themodification of cliffs and the production of wave-cutplatforms. The list includes capes and bays, cliffs andwave-cut platforms, cave, arch, stack and stump, geos andgloups. Do careful revision of these. You must be able todescribe them, account for their formation, draw diagramsof them and be able to label diagrams of them. Sometimes,to test this objective the question may state – ‘With the aidof a diagram, explain how ————- are/is formed’. Onthe other hand, you can be given a diagram of a feature andinstructed to label it.

Like the river, the other wave processes aretransportation and deposition. Material is moved bysuspension, by saltation and by rolling as similar to rivertransportation. These material may have been erodeddirectly from the coastline, but may also have come fromother locations such as inland mountains and beentransported and deposited along the shore by rivers and thesea. Waves are one of the marine agents of transportation.

CONTINUED ON NEXT PAGE

YOUTHLINK MAGAZINE | 14 APRIL 30-MAY 6, 2013

MMOONNAACCIIAA WWIILLLLIIAAMMSSContributor

HELLO AGAIN students. How are you today? Charged andrevitalised to approach the work? I hope so! Today as wecomplete our study on this topic, we will be looking at a model

question and how it would be best to approach answering thisquestion.

First, I am going to begin by offering you a few tips as to how youmay approach Paper 02 in the CSEC exams. This is the Structured andEssay paper, the first three questions are structured and the last threeare essay type.

EXAMINATION TIPS� You need to remember that this paper may cover the entire

syllabus, so you must prepare yourself to answer questions from everytopic on the syllabus. Do not select topics to concentrate on, do athorough preparation of every topic!

� The paper is a lengthy one, so you need to budget your timecarefully. I always suggest that my students use the followingapproach to ensure that each question is done well:

- Read through all of the paper first. I know that you think that you are wasting valuable time when you do this, but it ensures that you will know ahead the scope of the questions you will have to answer. Remember that all the questions are compulsory.- Begin the paper by answering the first essay question in Section B.- Switch to Section A and answer the first structured question or any of the other question that you feel most comfortable with.- Go back to Section B and answer another essay question.- Continue in this way until you have answered all the questions.

Why do I recommend this approach? Section A (structuredquestions) usually presents a greater level of difficulty to you thestudent than Section B. It requires you to give concise, well-reasonedanswers and sometimes it is easier to do this when the initial

nervousness of writing an exam paper has passed. Additionally, itgives you a better chance of answering all the questions adequatelysince you will be doing both sections alternately. Sometimes, studentsspend so much time on Section A that they have very little time left forSection B, and this is to their disadvantage since they stand a greaterchance of scoring more marks on Section B than on Section A.

� Look at the marks allocated for the question. This is an indication of the number of points that you are to give for the answer.� Remember to read the question carefully before beginning your answer. Bear in mind that the introductory section (stem) to the question is also very important and must be read. It often containsinformation that will help you to answer the question well.Let us look now at a question on the topic that we have just

completed.(a)(i) How is it possible for plants that have identical genetic make-up to show differences?(ii) Suggest why it is sometimes necessary to breed plants with the same genetic make-up.(iii) Give one disadvantage of breeding an identical population of organisms. (5 marks)

(b) When breeding programmes are deliberately used to control thecharacteristics of a population of organisms, the process is calledartificial selection. Explain how this process is different from naturalselection. (4 marks)

(c)(i) Genetic engineering is a modern biological technology that has been used to change the characteristics of certain organisms.(ii) Suggest two concerns people might have about using genetic engineering to alter characteristics of organisms.

(6 marks)

ANSWERS(a) (i)What is this question asking? What is it saying? What does having

identical genetic make-up mean? Does the term identical geneticmake-up ring a bell? Of course it does! It means that the organismshave the same genotype! This means that in theory all the plantsshould have the same phenotype or look the same, but this is notalways so, is it? Remember that the environment also has an effect on

the appearance of the organism; remember the phenotype is due to theinteraction of the environment on the organism’s genotype, so this willaccount for any differences that might appear. How do we use thisinformation to create an answer? Let us see:

POSSIBLE ANSWER TO (A)(I)Plants with identical genetic make-up can show differences due to

the interaction of the plant’s genotype with the environment. Thisinteraction determines the plant’s phenotype or its appearance.Environmental conditions are not always the same, physicalconditions e.g. light, water and minerals can vary even within thesame habitat. If the plants are in different habitats experiencingdifferent conditions then they can show differences.

(a)(ii)This question is straightforward; you only need to remember your

notes.

POSSIBLE ANSWER TO (A)(I)Breeding plants with the same genetic make-up allow the breeder to

pass on desirable characteristics from one generation to the next.Examples of these characteristics include high yields, large fruits,shorter growing periods, larger fruits.

(a)(iii)Again, this part of the question is straightforward and hence can be

easily answered once you remember your notes.

POSSIBLE ANSWER TO (A) (III):� Undesirable characteristics have a greater chance of being passedon to the next generation.� Two recessive genes have a greater chance of coming together and hence increasing the chances of hereditary diseases being passed on.

Next week we will complete the answers to the questions. See youthen!

Monacia Williams teaches biology at Glenmuir High. Send questions andcomments to kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

Patterns of inheritance yl:biology

Material is moved up and down the beach by the swash and backwash of the waves, but analongshore drift of beach material may take place if the waves approach the shore obliquely.When this happens, the swash runs obliquely up the shore carrying material with it. Thebackwash returns immediately and directly down slope but the next wave carries the beachmaterial a little further along the shore, hence a progressive movement is maintained. Theprocess of transportation is called long shore drift and is responsible for the development ofmost coastal features of deposition.

If, along any coast, some obstruction interferes with the transporting power of the waves,some deposition will occur. These obstructions may result from strong headwinds, riversentering the sea, conflicting currents or coastal projections. Marine deposition is normally aslow, steady process, but over a prolonged period major depositional features may be built.Although the process of deposition is, in general, a gradual one, actual deposition may be

irregular in its character due to the fact that the power of waves and currents constantly varies.Topographic features that result from marine deposition are beaches, spits, offshore bars, sanddunes and marshes. Review these and be able to describe them and account for theirformations. Practise doing diagrams of them as well.

REFERENCES:CCeerrttiiffiiccaattee PPhhyyssiiccaall aanndd HHuummaann GGeeooggrraapphhyy - Goh Cheng LeongGGeeooggrraapphhyy ffoorr CCSSEECC - Jeanette Ottlet et alGGeeooggrraapphhyy ffoorr CCSSEECC - Nelson ThornesMMoorrpphhoollooggyy aanndd LLaannddssccaappee - Harry Robinson

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

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YOUTHLINK MAGAZINE | APRIL 30-MAY 6, 2013 15

yl:principles of business

YYVVOONNNNEE HHAARRVVEEYYContributor

IT IS indeed a pleasure to be with you all again. The monthsare certainly passing very quickly, and before you know,your examinations will be over. I am going to continue the

revision questions that I have been presenting for the lastweeks. I hope you have been doing them and that you arebenefitting from the discussions about them.

This week’s question is from the area of business finance.The specific areas are money and banking. Perhaps you maywish to revise these areas before attempting the question.

(a) Define the term ‘money’. (2 marks)(b) Explain:(i) Two characteristics of money. (4 marks)(ii) Three functions of money. (6 marks)(c) (i) Differentiate between a commercial bank and a central bank. (4 marks)(ii) Explain one function of a commercial bank and ONE function of a central bank. (4 marks)

Total marks: 20

(A) GUIDING YOUR THOUGHTSMany candidates think of only notes and coins in defining

money, but you must remember that notes and coins are onlyone form of money. So then, the definition of money that isrequired must be one that includes all forms of money.

ANSWERMoney is anything that can be used as a medium of

exchange for purchasing goods and services and can also beused to settle debts.

(B)(I) GUIDING YOUR THOUGHTSThe characteristics and the functions of money are often

confused. The characteristics of money refer to the features ofmoney, i.e. what money is or what it should be. Two of themany characteristics will be given in the answer.

ANSWERMoney should be generally acceptable, meaning that most

people within a particular context should want it for thepurpose of purchasing goods and services and settling debts.

Money should also be durable or long-lasting. This meansthat it should not be easily destroyed; in passing from oneperson to the next, it should not deteriorate easily.

(II) GUIDING YOUR THOUGHTSThe functions of money look at what it can do. There are a

number of functions of money that the barter system did notprovide. Two will be presented in the model answer.

ANSWERMoney can be used as a store of value. This means that

assets can be sold and the value of the assets will now be in adifferent form that is in the form of money. In this form,however, it is subject to decline in value through inflation.

Money can also perform the function of being a measure ofvalue. It allows prices to be assigned to goods and servicesequal to their value. Therefore, the values of different goodsand services can be compared.

Money is a standard of deferred payments. This means thatit facilitates the borrowing and lending process so that whenone lends, it can be paid back in the future in the form ofmoney.

(C)(I) GUIDING YOUR THOUGHTSBoth commercial and central banks are financial institutions

but they are completely different.

ANSWERA commercial bank is a financial institution that has as its

main functions the accepting of deposits from individuals, thesafeguarding of those deposits and the lending of money atinterest. On the other hand, while central banks are alsofinancial institutions, they have as their main function thecarrying out of governments’ monetary policies. The centralbank’s customers are commercial banks and the governmentwhile the commercial bank’s customers are individuals.

(II) GUIDING YOUR THOUGHTSThe functions of financial institutions refer to what they can

do and different institutions have different core functions. Anyone function is acceptable as the answer for each institution.

ANSWEROne of the main functions of a commercial bank is that it

lends money to customers who qualify for loans and who canprovide the collateral if required.

One of the main functions of a central bank to issue andrecall from circulation banknotes and bank coins even thoughthey may not print the notes or mint the coins.

OK, how did you do with this question? I trust you did well.If not you need to do some more revision and, perhaps, attemptthe question again. Reading from your textbooks will providethe necessary information that will enable you to write excellentanswers.

Take care. See you next week.

Yvonne Harvey teaches at Glenmuir High School. Send questions andcomments to kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

Business finance

PHOTO BY MARCIA ROWE

International Youth Fellowship Dancers perform Psy’s ‘Gangnam Style’ during the Liguanea Arts Festival atLiguanea Plaza on Sunday,April 21.

YOUTHLINK MAGAZINE | 16 APRIL 30-MAY 6, 2013

NNAATTAASSHHAA TTHHOOMMAASS--FFRRAANNCCIISSContributor

HELLO, ALL. I hope that your examinationpreparation is going well. This week, wewill change our focus to the skill of

summary writing.

Summary writing skills are tested in sectionone of Paper 02. The topic falls under the broadheading of factual writing. According to thesyllabus, the CXC examination requires you to“communicate factual information clearly,concisely and adequately”. However, over theyears this section of the paper has proven to bequite challenging to candidates.

It would be beneficial to you if you understoodthe weaknesses observed in this section. The2012 CXC Examiners’ Report highlights some ofthe common weaknesses demonstrated incandidates’ scripts (hhttttpp::////ccxxcc..oorrgg).

Below is an excerpt taken from the report:Weakness in selecting the crucial elements

was exacerbated by lack of vocabulary whencandidates attempted to use their own language.The age-old error of ‘lifting’ persists... As in thepast, few candidates were able to maintain thecorrect relationships while reorganising theirpoints for brevity. They continued to clingsteadfastly to both the pattern and the languageof the original, a strategy that will work againstconciseness.

Now that you have an idea of the challengeswhich you will need to overcome, let us turn tothe skills you will need to be successful on thisquestion.

Factual writing requires the development ofspecific language and comprehension skills.More than other types of writing, it involves:

� The ability to focus on accuracy� Summary skills� Clarity of expression� The use of connecting words and phrases� The ability to develop ideas on a given topic

Included in the syllabus is the followingnotation: Summaries require economy oflanguage, the careful selection of the relevantmain ideas and the preservation of the intentionof the original.

However, two of the flaws in students’responses to this section of the exam are theinability to select relevant material and theinability to express ideas in a to-the-pointmanner.

So let us look at the characteristics of asummary. A summary is a condensed orshortened version of writing or stretch of speechwhich gives the reader the gist or salient points.This skill is required both in school and insociety, for example, writing book reports, takingnotes, writing news reports and making minutesof a meeting.

In summary writing, your language should besimple, clear and concise:

SIMPLEA summary restates the essential meaning of a

passage.

� You usually exclude: figures of speech,

specific examples, statistical data, repetitions orany device used by a writer which does not addto the basic meaning.

CLEARYour reader must be able to gather the

meaning of the original passage easily andaccurately.

CONCISEBecause there is a word limit (which must be

adhered to), every word must be used carefully.Develop the skill to use language economically.You must practise your ability to contractclauses into phrases and phrases into singlewords.

� For example: The phrase “every two weeks”can be replaced by the word “fortnightly”, and“the person who works at the factory” can bereplaced by “the factory employee”.

Here are some key terms for you tounderstand:

MAIN IDEA This is the salient, specific point which the

writer wishes to convey. It is usually found eitherat the beginning or at the end of the paragraph.

SUPPORTING DETAILSThese are the points/examples the writer uses

to support the main idea.

WRITER’S INTENTIONThis is the writer’s purpose. It may be to

inform, to predict, to criticise, to encourage, toexpress a particular point of view, to teach ussomething, to persuade or to amuse.

Now that you are aware of the characteristicsof a summary, as well as the key terms related tosummary writing, I will now give you the stepsinvolved in putting together the final piece.

STEPS:1. Read the passage at least twice - This will

give you the opportunity to identify the generaltopic of the passage, as well as the writer’sintention.

2. Select the main idea in each paragraph. Donot attempt to ascertain the main idea as awhole. When you break the passage down intoparts, you will be better able to understand it.The main idea is found in the topic sentence ofthe paragraph. While the topic sentence isnormally found at the beginning of theparagraph, it can also be found at the end. Justremember to look for the sentence which tells themain point of the paragraph.

3. Decide on the important general informationthat supports the main idea and eliminateunimportant details, examples and illustrations.

4. Combine the main ideas, eliminate alltopics and omit any repetition of ideas andexpressions. Since you are expected to write nomore than 120 words, your summary will bewritten as a single, coherent paragraph.

5. Ensure that you use your own words as faras possible.

Review the steps listed above and be preparedin next week’s lesson to apply the skills ofsummary writing. Do have a blessed week!

Natasha Thomas-Francis teaches at Glenmuir High School.Send questions and comments to kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

Let’s get to the point! yl:english language

ANSWERS TO LAST WEEK’S LESSON:

SPELLING1. A (corporal)2. B (until)3. C (sumptuous)4. B (personification)5. B (occasional)6. D (No error)7. B (unnoticed)8. A (valuable)

SYNONYMS9. A10. C11. A12. C13. B14. A

15. D

ANTONYMS16. C17. B18. B19. B20. A21. A

SENTENCE COMPLETION22. A23. C24. B25. C26. D27. A28. B

YOUTHLINK MAGAZINE | APRIL 30-MAY 6, 2013 17

yl:english literature

BBEERRYYLL CCLLAARRKKEEContributor

HELLO! I bet you are just raring to get into theexamination room. You have been working allyear, plus the year before, and I hope you are

looking forward to the summer holidays. First, you haveto show that you have studied and you are prepared forsuccess. Do not let anything prevent you from doingyour best.

This week we will consider the poem below. It waswritten by a South African patriot and some research willreveal how he was punished for his anti-apartheidattitude and beliefs.

The speaker in this poem is caught between twoequally demanding and powerful forces. On the onehand, there is a person (perhaps, a woman), and on theother there is his country. You may ask ‘what is hisproblem?’ It is this; that he loves them both with suchintensity that he sees it as disloyal to choose devotion toone over the other. Yet, he does choose.

We learn, when we read and reread this poetic work,that the speaker remembers continually a particularscene from his past. In fact, the scene which is indeliblyset in his mind, like a picture or painting or photographin a frame, is of the human being who is kneeling beforethe chair on which the speaker is sitting while thespeaker holds her (let us agree that it is a woman) face inhis hands. She looks at him with a serious expression onher face. Perhaps she is contemplating the dangers ofthe life he faces as he engages in conflict. We should notthink that he is sitting in a chair surrounded by knives,but that he faces serious problems. Perhaps he is aparticipant in a conflict. It could be that there is a civilwar in his country and that he is a fighter with knives asthe weapon of choice in combat. If this was so, it would

be a reason for the somber expression on the face of thewoman. By the way:

� What do you think is signified by the fact that he has framed her face with his hands?� Who does he choose, his country or the woman?� What reason does he give for his choice?� How does he feel about his decision?

The persona tells us that he deeply cares about hiscountry, which he believes has a claim on him. In otherwords, he owes loyalty to his country. However, while hewants to focus primarily on the affairs of his homeland,he is drawn away by the love of someone who has noclaim on his loyalty. He begs his country’s forgivenessfor choosing to give it second place in his life. Heexplains the circumstances; the woman’s beauty and hisheart’s leaning for what he is doing. He appeals to hiscountry for understanding and makes it seem that he willbe forgiven because of the country’s love for him. Theuse of strong words like ‘hearts-treachery’, ‘accomplice’,‘blackmail’ and ‘treason’ tell us of the struggle thespeaker undergoes before he decides. Please notice thatas much as he loves his country, he is not ascomfortable dealing with it as he is with the woman –with her he feels safe.

As we discuss this love poem, we must notice howfluid the lines are and that there is no set rhyme schemeand the rhythmic pattern is not quite regular. It shouldnot surprise us. After all this is a conversation, one inwhich the speaker reflects on his relationships and howhe comes to the position in which he is.

Continue to prepare for your exams with confidence,and God bless!

Beryl Clarke is an independent contributor.Send questions andcomments to kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

It Is The Constant ImageOf Your Face

IT IS THE CONSTANT IMAGE OF YOUR FACEIt is the constant image of your faceframed in my hands as you knelt before my chairthe grave attention of your eyessurveying me amid my world of knivesthat stays with me, perennially accusesand convicts me of heart’s-treachery;and neither you nor I can plead excusesfor you , you know, can claim no loyalty -my land takes precedence of all my loves.

Yet I beg mitigation, pleading guiltyfor you, my dear, accomplice of my heartmade, without words, such blackmail with your beautyand proffered me such dear protectivenessthat I confess without remorse or shame,my still-fresh treason to my countryand I hope that she, my other, dearest lovewill pardon freely, not attaching blamebeing your mistress (or your match) in tenderness

DDeennnniiss BBrruuttuuss

WINSTON SILL/FREELANCE PHOTOGRAPHER

Minna Israel (left) joins the lovely Keneea Linton-George atthe official launch of the ATL Automotive, Volkswagen andAudi Showrooms recently.

YOUTHLINK MAGAZINE | 18 APRIL 30-MAY 6, 2013

CCLLEEMMEENNTT RRAADDCCLLIIFFFFEEContributor

I HAVE chosen to review statistics with you this week. Statistics, at this level, may be summarised asfollows:

� Collection of data� Presentation of data� Analysis of data

COLLECTION OF DATAThe usual methods are:a) Experiment - measuring or countingb) Researchc) Interviews

METHODS OF PRESENTATIONThe methods which are usually used are listed as follows:� Bar chart� Data is represented by rectangular bars of equal width.� The bars are separated.� The area of each bar is proportional to the quantity represented.

EXAMPLERepresent the following modes of transportation on a bar graph.

Mode of Transportation Number of PersonsBus 840Private 320Other 1,560TOTAL 2,720

Statisticsyl:mathematics

PIE CHARTThe circle is divided into sectors, the size of each sector being proportional to the quantities

represented.

EXAMPLERepresent the modes of transportation given above on a pie chart.

Eg Bus = 840 x 360 = 111o

2,720

The angles of the other two sectors are calculated similarly. Eg Private = 320 x 360= 42.4o

2,720

The three angles are then used to construct the pie chart illustrated below.

HISTOGRAMPoints to note:� This is used when the data is presented in terms of frequency.� This information is represented by vertical bars; all are of equal width and are joined side by side.� Both axes must be carefully labeled and the appropriate scales used. If a scale is given, it must be used exactly.� The frequency is always represented on the vertical axis.� The frequency of each observation or variable is proportional to the height of the bar.� Be sure that you are familiar with the principle of boundary values.

You are urged, when constructing the histogram, to avoid the following common errors:a) Separating the barsb) Incorrectly labeling the horizontal axis (scores)c) Confusing the histogram with other methods of presentation, for example, bar graph or frequency polygon.

The following is an example of the use of the histogram to represent the results of a math test.

EXAMPLEThe following scores, out of 10, were obtained by 40 students who sat a maths test. Use a histogram to

represent the results.

5,4,0,1,6,5,7,5,9,2,1,8,4,4,3,2,7,8,5,5,4,7,4,6,3,1,3,4,5,7,6,5,8,3,5,7,3,9,4,6

The above data should be summarised in the frequency table as follows:

It is always necessary to construct the frequency table if it is not given.

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

YOUTHLINK MAGAZINE | APRIL 30-MAY 6, 2013 19

yl:office administration

HHYYAACCIINNTTHH TTUUGGMMAANNContributor

AS YOU do your final preparation before your examination, I will share some questions withyou and ask that you read and practise as much as possible.

1. Communication is the transmission of information from one person to another, hence asender and a recipient of the message.

(a) State four reasons for good communication in a business.(b) List three methods of communication.(c) Use the table below to complete the characteristics of good communication.

Practise,practise

2. Assume that you are René Brackett of 234 Bellevue Heights, Kingston 10. Write a letter ofapplication in response to the following advertisement that appeared in TThhee GGlleeaanneerr on Tuesday,April 9, 2013.

3(a) Name six qualities that would make an applicant suitable for the position of receptionist.

(b) List the items of information that are entered on a personal record sheet for use in the human resource office and why they should be kept confidential.

(c) How would you as a receptionist –(i) Carry out your duties when dealing with visitors to your company?(ii) Create a good impression of your company?

4. (a) Name four characteristics of a good filing system.(b) What do the following terms mean:(i) Retention, (ii) Microfilming and (iii) Chronological order(c) Place the following in alphabetical order: Kirk L Harvey, Mrs Yvonne Blagrove, Dr Neville Green, C. D. Reid & Co Ltd, The Bridgeview Country Club, Sir Patrick Bourke

5. What is meant by the following - standing order, credit card, money order,bank drafts, direct debits, travellers’ cheques

6.(a) What are some services offered by the travel agencies?(b) Give three reasons for preparing a travel folder when making travelarrangements.

7. As the secretary of your organisation you are required to do the preparation for thenext annual general meeting.

Make a checklist of things to be done –(a) before the meeting(b) on the day of the meeting(c) after the meeting(d) write a ‘Notice of a Meeting’ for this meeting.

8.(a) List three duties of a clerk in the purchasing department.(b) Give the names of the documents used in the purchasing department and give the sequential order in which they are used.

Next week, I will provide you with possible answers to these questions.

Have a productive week.

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

AP PHOTO

Bayern’s Thomas Mueller (second right) celebrates with teammate MarioGomez after scoring during the Champions League semi-final first leg footballmatch between Bayern Munich and FC Barcelona in Munich, Germany, on April23.

YOUTHLINK MAGAZINE | 20 APRIL 30-MAY 6, 2013

NNAATTAALLEEEE AA.. JJOOHHNNSSOONNContributor

STUDENTS, THIS is lesson 32 in our series of lessons. In thisweek’s lesson, I will conclude the program implementation unitand begin a new one, applications and implications of

information and communications Technology. We will first look at theconcept of modularity, then the topic data communication andnetwork.

MODULARITY/THE TOP-DOWN DESIGN APPROACHYou have learnt in previous lessons the way in which you solve a

problem on the computer, and you have been learning thus far how towrite your pseudocodes and how to construct your flow charts. Now,you are going to learn about a technique that can be employed whenyou have a big program to code or problem to solve. This method iscalled the ‘ top-down design approach to programming’.

WHAT IS TOP-DOWN DESIGN?The top-down design approach or modular programming, as it is

sometimes called, involves breaking a problem into a set of smallerproblems, called sub-problems or modules, followed by breaking eachsub-problem into a set of tasks, then breaking each task into a set ofactions. This is called a ‘divide and conquer’ approach. When facedwith a complex problem, it is easier to break the problem down intosmaller, more manageable sections and tackle each section as aseparate entity, rather than trying to solve the large problem in one go.

Below is a diagram depicting a typical top-down design ormodularity approach to programming.

As you may have observe with the diagram above, there is a majorproblem which has been broken down into two sub-problems. Thesub-problems are then broken down into respective tasks of whichcertain specified action(s) will be carried out.

A sub-problem is a set of related tasks. A task is a set of relatedactions. An action is a basic instruction that needs no furtherrefinement. For example, an action might be a simple instruction suchas subtract two numbers. The process of dividing the problem intosub-problems or modules and breaking them down into smaller unitsis called stepwise refinement (see example 1).

One advantage of modular programming is that when a problem hasbeen decomposed into smaller sub-problems, each sub-problem canbe solved as a single entity. However, the solution of each individualsub-problem does not necessarily solve the larger problem. There

must be cohesion between the modules. That is, there must be amechanism for communicating between the different sub-problems.

EXAMPLE 1You are required to write a program that will read two numbers, find

the sum product and difference of the two numbers then output therespective results.

Six sub-problems can be identified here:1. Sub-problem 1: read two numbers2. Sub-problem 2: find the sum of two numbers3. Sub-problem 3: find the product of two numbers4. Sub-problem 4: find the difference of two numbers5. Sub-problem 5: output the results

The hierarchy chart for the modules above would look somethinglike this:

DATA COMMUNICATION AND NETWORKSYou communicate everyday in different ways or forms such as via

the telephone, cellphone, the Internet and so on, but do you really stopto think about what exactly is involved in the communication process?Let us now look at the terms associated with data communication andnetworks.

TERMS ASSOCIATED WITH DATA COMMUNICATION ANDNETWORKS

CCoommmmuunniiccaattiioonn – this is the process of transmitting data from oneperson or device to another.

DDaattaa CCoommmmuunniiccaattiioonn – this is the process of transmitting data andinformation over a communication medium such as telephone line,coaxial cable, fibre-optic cable or microwave, from a computer to auser or from a user to another.

NNeettwwoorrkk – this is a set of computers and peripherals such asprinters, plotters, disk drives and modems that are linked together on apermanent basis so that they can communicate and share resourcesand information. This could mean two computers on a desk orthousands of computers across the globe, as in the case of theInternet.

TYPES OF NETWORKSLLooccaall AArreeaa NNeettwwoorrkk ((LLAANN)) – A LAN describes a group of

microcomputers or other workstations connected on one site, such asa school or a block of offices, for the exchange of information.Generally, one or more computers act as a server for the purpose ofsharing peripherals such as hard disks, printers, tape back-up, etc.The computers are usually connected by cables using one of a given

topologies. The most commonly used topologies are Bus, Star andRing.

WWiiddee AArreeaa NNeettwwoorrkk ((WWAANN)) – A WAN is similar to a LAN, butgeographically spread over a wider area. A typical example of a WANis the Internet, linking thousands of computers, workstations andnetworks across the globe. The different segments of the WAN areconnected by a wide variety of communication media and devices(microwave, satellites, cables, telephone lines, modems), dependingon the distance between the different segments of the WAN.

MMeettrrooppoolliittaann AArreeaa NNeettwwoorrkk ((MMAANN)) – This is a smaller version of aWAN that spans a town or city.

TYPES OF TRANSMISSION MEDIA (CABLE/WIRED MEDIA)This refers to the physical material along which data travels from

one point to another. The media used is dependent on the distance,speed and volume of data to be transmitted. Forcomputers that are linked by cables there are threechoices: twisted pair, coaxial cable and fibre-opticcables. For communication over long distances,microwave and satellite transmission are used.

CCooaaxxiiaall ccaabblleess – This cable consists of a conductivecylindrical shield with a central wire or solid core heldtogether by an insulating material. These are the cables

connected to your cable television provider and one media used toconnect computers in a local area network. They tend to be faster andmore expensive. They are used when voice and video transmission arenecessary or when large amount of data are to be transmitted.

ADVANTAGES� Not capable of interference� Transmission is fast� Can accommodate digital and analog signals

DISADVANTAGE� Heavy and bulky

FFiibbrree--ooppttiicc ccaabbllee – This cable is made up of tiny threads of glasstubes about the size of a human hair. Large volumes of data can betransmitted at the speed of light through these glass tubes. Fibre-opticcables are extremely thin cables through which light, which is used totransmit data, passes. It also allows extremely fast and accuratetransmission of large volumes of data. It will become thecommunication medium of large volumes of data. It will become acommunication medium of choice replacing coaxial cables andtelephone lines, if not already, and possibly even satellite andmicrowave transmissions.

The concept of modularityyl:information technology

CONTINUED ON PAGE 22

YOUTHLINK MAGAZINE | APRIL 30-MAY 6, 2013 21

yl:social studies

MMAAUURREEEENN CCAAMMPPBBEELLLLContributor

OBJECTIVES: 1. OUTLINE THE factors that promote regional integration.2. Analyse the benefits of regional integration.3. Describe the factors that hinder regional integration.

FACTORS PROMOTING REGIONALINTEGRATION

Factors that promote regional integrationmay be looked on as both domestic andexternal matters that affect the region, chiefamong them are globalisation and tradeliberalisation.

(a) Common history and cultural heritage, especially as colonies of European powers, chiefly Britain.(b) Caribbean countries share common economic and social issues.(c) These countries are also affected by the effects of globalisation, trade liberalisation and trading blocs.(d) The region is vulnerable to economic shocks and natural disasters.(e) Human resource that is underdeveloped, as a group they are able to financially support facilities to enhance and develop education and skills development in the region.(f) Cooperation by working together as a region will help to overcome the challenges of having a small population and economy. This is so as cooperation and integration, particularly in trade, will produce a larger regional market.

BENEFITS OF REGIONALINTEGRATION

“There is strength in unity.” The Caribbeanmust take this literally if we are to promote andbenefit from regional integration.

a. It will increase necessary cooperation among island-states as we venture more into the 21st century.b. As a group, the countries will be better able to negotiate among the world’s most

powerful nations.c. Integration will further help them to compete internationally as a united group.d. This venture will also help them to reduce the negative effects that are presumed to be associated with issues such as globalisation. It should, therefore, help us to be better able to respond to economic implications of globalisation and trade liberalisation.e, There will be an improvement in the quality of life of the population as a result of access to a variety of goods and services.f. Each individual island will have many more persons to whom goods can be sold, apart from those within its own immediate borders.g. The development of various groups, institutions and organisations that will respond to the needs of each island.h. It seeks to promote the freedom of travel among islands and the ability to find work, which should decrease unemployment and underemployment.i. Most of all it should see the improvement in the quality of life and the reduction in the inequality of wealth distribution.j. The improved levels of international competitiveness of the region will undoubtedly see the expansion of trade on the world market.k. There should be strength in unity as the increased cooperation among member states will make us more world-renown.

BARRIERS TO REGIONALINTEGRATION

Barriers, problems, challenges are many,far-reaching and intertwined as the Caribbean,in its endeavour to promote growth throughregional integration, faces an uphill task onmany occasions. Why is this so?

1. The islands are all at different stages of development, which does not promote a willingness to actively work together.2. No two islands in the Caribbean follow the same economic policies.3. There is patriotism to island homes as there is conflict between territorial and regional demands.

4. Except for countries in the Organisation of Eastern Caribbean States, islands do not have the same currency.5. Islands in the Caribbean do not have the same type and amount of resources.6. The islands are scattered all over the Caribbean.7. Many countries are all producing the same goods for trade.8. There is conflict over how much is to be contributed by each country.9. There are problems with multinational cooperation and how they should be dealt with in the region.10. Geography of the region for though islands are in proximity, they are scattered all over the region.11. In the region, there is an absence of a common model or strategy for development. Each country tends to follow its own policy.12. There are differences in stages of growth and development; some countries are referred to as developed, some as developing and some as underdeveloped in the region.13. There is competition for location of industries, as each territory needs investments to promote job opportunities for its population.

CHALLENGES FACING THECARIBBEAN REGION THAT MUST BEOVERCOME NOW

Challenges are never easy to overcome.Especially in an economic, problematic worldwhere First-World countries are facing graveproblems, the Caribbean must even drawcloser. It is so easy to suggest what must bedone but the greatest problem lies it how tocarry out these suggestions to solve them.

1. Each individual island does not have enough persons to whom to sell within their borders (a large market).2. There is a lack of diversification of resources; islands in the Caribbean do not necessarily produce a variety of goods (diversification in production).3. In many Caribbean islands there is a high unemployment problem (job creation by setting up industries collectively).

4. Many islands also do not produce enough goods to sell in order to make profits (increased production and investment).5. The Caribbean is vulnerable to natural disasters (aid and information).6. Capital for improvement and investment is lacking in the Caribbean region, so there is very little to develop their industries (capital accumulation).7. One of the worst problems faced by the Caribbean people is that we tend to import much more than we export (increased local production and buying of local goods and use of skills).8. With the advent of borrowing from organisations such as the IMF, some Caribbean countries owe a lot of money as a result of borrowing to sustain themselves (reduce borrowing as much as possible).9. Markets are not available in areas that are most lucrative countries.10. In a technological age, many Caribbean countries still do not possess and use adequate technology that could greatly increase production (investment in technology to help in the creation of goods and services).11. In many countries, skilled persons in certain areas are generally lacking; their expertise could boost production (development of human resources).

ACTIVITIES1. State three reasons regional integration is so crucial to the Caribbean region.2. Suggest three reasons Caribbean integration is facing problems and state howit may be best solved.3. Can Caribbean countries work together effectively? Give reasons for your answer.

NOTEYour examination is on May 31, 2013.Paper TWO: 9 a.m. (2 hours and 40 mins)Paper ONE and THREE: 1 p.m.

Maureen Campbell teaches at Glenmuir High School.Send questions and comments to kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

Can we work together?

YOUTHLINK MAGAZINE | 22 APRIL 30-MAY 6, 2013

RROOXXAANNNNEE WWRRIIGGHHTTContributor

ACCOUNTING IS a process of collecting information, classifying and measuring it. It is thensummarised and interpreted to report to various bodies to assist in decision making on the financialactivities of the business.

Accounting is divided into three separate subdivisions and they continuously interconnect.� Bookkeeping is the making of records of business transactions. The record of business transactions isuseful since:

- Most individuals keep a note of the amount in their bank books.- It is the information used from the formal accounting statements of profit and loss and it makes it easy for capital to be extracted.

� Profit and loss accounting allows for the measuring of the business over a given period of time (e.g.month or half-year or financial year).� Management accounting is a processing system to assist managers to plan and make decisions. It is not subjected to external regulations and is not particularly concerned with objectivity.

Q. What are transactions?A. Transactions are the economic events relating to the business that are recorded by accountants. The two types of transactions that exist are:

Revision

yl:information technology cont’d

yl:principles of accounts

Q. What are assets?A. Assets are any resource which is owned by the busines. There are two (2) types:

Q. What are liabilities?A. Liability is the amount of money owed by the business to its creditors. There are two types:

Q. What is capital?A. Capital is any resource used to start up the business by the owner. The owner can also inject additional capital even when the business is in operation.

Q. For what is the accounting equation used?

A. The accounting equation is used:� To calculate the resources of the business.� By the owners to see the value of the assets, the liabilities, capital, the profit made after payment of liabilities.

THE ACCOUNTING EQUATION:Assets = Capital + LiabilitiesCapital = Assets - LiabilitiesLiabilities = Assets - Capital

As you get closer to your examination, intensify your preparation programme. Remember that you mustremain as relaxed as possible even as you keep focused. Think clearly and remain confident. Above all, beprepared to reproduce what you have learnt over your period of study.

Visit again next week. See you then.

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

FIBRE-OPTIC CABLE

ADVANTAGES� Smaller and lighter� No interference� Able to bend light around corner

DISADVANTAGES� Expensive� Hard to install and modify

TWISTED PAIRThis is two insulated copper wires twisted around each other to reduce induction (thus interference)

from one wire to the other. The twists or lays are varied in length to reduce the potential for signalinterference between pairs. They are cheap and relatively slow, so they are usually used where the volumeof data transmitted is small or where speed is not critical.

ADVANTAGES� The telephone network links the entire world, therefore, data can be transmitted to almost any place inthe world.� Cheap

DISADVANTAGE� Subject to interference

We have come to the end of this lesson. See you next week, when we will continue to look at datacommunications and networks. Remember, if you fail to prepare, be prepared to fail.

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