yl:office administration

Dispatch and transport office

HYACINTH TUGMAN
Contributor

HE PAPERWORK involved in the Dispatch and Transport Office can be quite large. However, each document has a function and, therefore, must be used correctly, handled carefully and protected.

part 2
Transport Office to advise the customer that the goods will be dispatched on a particular date, as well as the mode of transportation.

DOCUMENTS USED IN THE TRANSPORT OFFICE A) DELIVERY NOTE

The preparation for the dispatch process is activated as soon as an order is received in the Sales Department. The invoice clerk prepares the invoice and sends a copy to the factory office. This copy of the invoice is frequently referred to as the delivery note and sometimes as a packaging note. The term packaging note refers to the activity involved in the actual preparation of the goods for dispatch. The term delivery note is also used because the delivery is usually accompanied by copies of the document when the goods are processed for delivery. When the delivery is made, a copy of the delivery note is given to the customer for recordkeeping. The other copy is signed by the customer. This documents the delivery of the goods. The signed copy is returned to the office.

When packaging has been completed, the following documents should be identified and used:  certificates of origin  customs forms  insurance certificates  air waybills  bills of lading  export/freight invoices

C) DESTINATION SHEET
The destination sheet gives details of the vehicle to be used, its number, the drivers name, the name of any assistant, the name and address of the recipient and a description of the products being delivered.

E) FREIGHT INVOICES
Freight invoices are basic to regular invoices, but apart from the general labelling which must be put on each package, the name of the airline carrier/vessel should also be included on the invoice.

D) TRANSPORTATION BY AIR/SEA
Airline - delivery is more expensive. Airline delivery arrangements are generally made when goods are needed urgently and also when other methods of transportation are unavailable. Whether goods are shipped by air or sea, the regulations laid down by the airline, shipping carrier association and all government agencies must be adhered to. A variety of documents are required for successful delivery of the products involved.

F) INSURANCE CERTIFICATE
Insurance coverage has to be provided for the goods being shipped, allowing claims to be made for any damages that may occur during transportation.

G) AIR WAYBILLS
The main objective in using a waybill is to protect the airline carrier if it should become necessary for the consignor to make claims for damage to or loss of goods. A waybill must accompany any consignment of goods to be transported by air carriers. The waybill has three sections: Section 1 - must be marked for the carrier and signed by the consignor. Section 2 - marked for the consignee and accompany the goods. Section 3 - is signed by the carrier airline and returned to the consignor.

B) ADVICE NOTE
An advice note is a document used in the Dispatch and

H) BILLS OF LADING
A bill of lading is usually prepared in triplicate. The seller, the buyer and the captain of the ship each receives a copy.

I) CERTIFICATE OF ORIGIN
This document gives proof of the origin of the goods, that is, from which country they are shipped.

J) CUSTOMS FORMS
Customs regulations in each country must be adhered to. Goods being despatched overseas require customs declaration forms and, in some cases, export licences. Special fees are charged on some products.

ACTIVITY
RUDOLPH BROWN/PHOTOGRAPHER

Familiarise yourselves with each of the documents mentioned in this lesson and endeavour to complete them. God bless and have a good week.
Hyacinth Tugman teaches at Glenmuir High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

Juven Montague-Anderson (second left), assistant general manager of marketing and communication of First Heritage Credit Union, in discussion with students (from left) Lamar Rowe, Garney Grant, Claudia Barrows and Sharraine Hill at The University of Technology, Jamaica; College of Business and Management; School of Business Administration, 18th Annual Students Conference, held under the theme, Jamaica positioning itself to take advantage of global opportunities, at the Jamaica Conference Centre in Kingston last week Wednesday.

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YOUTHLINK MAGAZINE | APRIL 2-8, 2013

yl:chemistry
FRANCINE TAYLOR-CAMPBELL
Contributor

LETS CONSIDER THE FOLLOWING QUESTION.

1. 34cm3 of hydrochloric acid of unknown concentration required 25cm3 NaOH of concentration 2.00 mol/dm3 to be completely neutralised. (a) Write the equation for the reaction between sodium hydroxide and hydrochloric acid (include/state symbols). (b) Calculate the number of moles of sodium hydroxide in 25cm3 of the solution used. (c) Calculate the number of moles of hydrochloric acid in the volume of hydrochloric acid used. (d) Calculate the number of moles of hydrochloric acid in 1 dm3 of solution.

Calculations on the mole

(iii) moles X2CO3 in 25.00cm3 = 0.001425 mols (iv) Moles X2CO3 in 1000cm3 = (0.001425x1000)/25 = 0.057 mol/dm3 (v) But 1dm3 X2CO3(aq) contains 6.00g 6.00g has 0.057 mol ie 6.00/0.057 = 1 mol = 105g Mr = 105.0 (vi) Mr of X2CO3 = (Ar of Xx2) + 12 + (3x16) = 105 Ar of X = (105 - (12 + 48))/2 = 22.5 ie Ar = 22.5 (b) Molar mass of lithium is 7 # mol Li = 0.35/7 = 0.05 mol Based on the equation Li reacts in a 1:1 ratio to form LiOH Thus the # mol LiOH = 0.05 mol LiOH and HCl also react in a 1:1 ratio # mol of HCl is also 0.05 mol Since 1000 cm3 contain 2.00 mol X cm3 contain 0.05 mol thus X cm3 = (1000 x 0.05)/2 = 25 cm3

ANSWERS
(a) HCl (aq) + NaOH (aq) == NaCl (aq) + H2O (l) (b) Concentration of NaOH is 2.0 mol/dm3 Thus, 2 mol NaOH are present in 1000cm3 X mol NaOH is present in 25cm3 X mol = (25 x 2)/1000 = 0.050 mol (c) Since NaOH and HCl react in a 1:1 ratio, the number of moles of HCl that reacted is also 0.050 mol which is present in 34cm3. (d) 0.050 mol HCl is in 34cm3 Thus, X mol are in 1000cm3 (1 dm3) X mol = (0.050 x 1000)/34 = 1.47 mol Concentration of HCl = 1.47 mol/dm3

NOW ATTEMPT THESE QUESTIONS. QUESTION 3

A small piece of lithium of mass 0.35g is added to cold water. The resulting solution is titrated with 2.00 mol/dm3 hydrochloric acid. (a) Write the equation between lithium and water and the lithium solution and hydrochloric acid. (b) What volume of hydrochloric acid is needed to neutralize the lithium solution? Q4. What is the concentration of a solution of sodium hydroxide if 25cm3 of it requires 20cm3 of hydrochloric acid of concentration 0.100 mol/dm3 for neutralisation? Q5. 37.50cm3 of HCl containing 0.100 mol/dm3 neutralised 25.00cm3 XHCO3 of concentration 15.00g/dm3. Calculate Mr for XHCO3 and Ar for X. Q6. In this titration 25.0 cm3 0f 1.0 mol/dm3 NaOH was used. Calculate the volume of 2.0 mol/dm3 HCl needed to neutralize the alkali. Calculate the mass of sodium chloride formed.
Francine Taylor-Campbell teaches at Jamaica College. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

QUESTION 2
28.50cm3 of 0.050 mol/dm3 H2SO4 exactly neutralized 25.00cm3 X2CO3 of concentration 6.00g/dm3. Calculate (a) Mr for X2CO3 (b) Ar for X (i) Equation: X2CO3 + H2SO4 = X2SO4 + H2O + CO2 28.50cm3 H2SO4 contains the same number of moles as 25.00cm3 X2CO3 (ii) moles of H2SO4 in 28.50cm3 of 0.050 mol/dm3 = (28.50x0.050)/1000 = 0.001425 mols

ANSWERS
(a) 2Li (s) + 2H2O (l) == 2LiOH (aq) + H2 (g) Remember that the alkali metals dissolve in water to form a metal hydroxide and give off hydrogen. LiOH (aq) + HCl (aq) == LiCl (aq) + H2O (l)

yl:geography

part 2

MARJORIE HENRY
Contributor

River erosion

N THE last lesson I started a discussion on river processes. Some of the things I shared are that:  Rivers perform two very important physical functions: (a) they get rid of the excess water on the land and (b) they work powerfully towards the wearing away of the land surface.  As the river flows from its source to its mouth, it changes the land by erosion, transportation and deposition.  The rivers are able to do their work because they possess energy.

Abrasion is most effective where river flow (velocity) is rapid, river load is heavy and much debris is being rolled along the bottom. Potholes, undercut banks, smoothed and rounded boulders are some of the features produced by this process. (iv) Attrition. This is the wear and tear of the transported materials themselves when they roll and collide with one another. As a result, there is a constant diminution in the size of the fragments being moved by the river. The coarser boulders are broken down into smaller stones; the angular edges are smoothened and rounded to form pebbles. The materials become easier to transport. (v) Cavitation. This occurs in rocks which possess joints or fractures. Tiny air bubbles implode within joints and fractures as the air is first compacted then expands explosively in semi-enclosed cavities. Cavitation is really an aspect of hydraulic action. The rate at which running water will erode depends on the following factors:  Stream Size. Larger volumes of water are capable of carrying larger loads which, in turn, increase the ability of the stream to abrade. Thus, erosion will be most active when rivers are at flood stage and transporting large amounts of material.

I started to look at the different processes involved in river erosion and mentioned two of them: (i) corrosion or solution and (ii) hydraulic action or quarrying. This week I will continue with the other processes. (iii) Corrasion or abrasion. This is the mechanical grinding of the rivers traction load against the banks and bed of the river. The rock fragments are hurled against the sides of the river and also rolled along the river bottom, dislodging rocks and adding more load to the river. Each sand grain, pebble or boulder carried becomes a cutting tool capable of deepening and widening the river bed. Corrasion takes place in two distinct ways: (a) Lateral corrasion is the sideways erosion which widens the V-shaped valley. (b) Vertical corrasion is the downward action which deepens the river channel.

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YOUTHLINK MAGAZINE | APRIL 2-8, 2013

yl:english language

Persuade me!
PART 3
NATASHA THOMAS-FRANCIS
Contributor

The Editor The Daily Times Sir, It is well known that violence among the young people is rapidly growing. Among our citizens are seasoned criminals whose cruelty leaves many of us in peril. Many of their crimes have their origin in illegal drugs and excessive use of alcohol. Apart from the personal danger faced when drug addicts vent their anger on innocent lives, there is the added problem of carnage on the roads. Reckless and irresponsible intoxicated drivers or drug addicts are free to act menacingly on the roads. Here the law enforcement has to make a greater and more serious effort to control this recklessness. What has become of the breathalyser? The upsurge in school violence is the result of the indifference of authorities to curb violence in the early years. There were no serious measures to limit violence or to examine the causes of violence among children. Now this has come to haunt many city schools. Schools have to re-examine their focus, to enforce a greater sense of discipline, to control drugs and alcohol use through education and counsel, and to engage law enforcement where the need arises. If a serious approach is not taken, then our society will continue to crumble and anarchy in the society will be inevitable. All measures should be taken and all in authority must address these problems if we are to live in comfort and freedom. Yours sincerely, Disturbed. I leave with you an argumentative essay checklist. I want you to peruse the checklist and use it to evaluate the ways in which you present your arguments:

ello, all! In last weeks lesson I gave you the steps to follow in order to produce your argument. This week I wish to look at the ways in which you may be asked to present your argument.

QUESTION TYPES
The essay is not the only format in which CXC may ask you to organize your points. There are, in fact, three main ways in which you may be asked to present your arguments:

THE ESSAY
This is the most popular format in which you present a simple layout of introduction, body and conclusion, organised into appropriate paragraphs. It is normally written in the third-person voice.

CHECKLIST THE SPEECH

This is a similar format to the regular essay but this argument makes reference to an audience (for example: ladies and gentlemen; fellow students; parents) throughout the discussion of the topic. It is written in the first-person voice.  Does your essay clearly express your position on the topic or issue?  Is your position supported by reasons?  Have you used supporting evidence for each reason?  Are your reasons arranged in an effective order?  Have you used appropriate language structures to connect your ideas?  Have you summarized your main arguments in a conclusion?  Have you checked carefully for errors in grammar, usage and mechanics? Use the checklist as a guide, especially when developing your writing skills, and keep it in mind when you are writing the exam.

THE LETTER
The regular essay format is placed within a letter. This includes the addresses, date, salutation and complimentary close. For example, a letter to the editor or a letter of complaint. These letters often contain criticisms. Consider the following letter to the editor. Try to identify the main arguments presented. Do you agree with the writers view? How has the writer organized his/her points? What are the techniques he/she has employed?

Natasha Thomas-Francis teacher at Glenmuir High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

yl:geography

 Gradient and Velocity. Gradient refers to the slope down which the river flows. River gradients are usually high at the source or head and become relatively low at the mouth of the river. The velocity of a river increases when gradients are steep, when there are large volumes of water and when the channel is straight, narrow and relatively free of obstacles.  Nature of the Load. Rivers whose beds follow a straight and narrow course erode more effectively than rivers with meandering channels. Likewise, rivers whose beds contain many obstacles such as plants, boulders and similar obstructions will be reduced in velocity and carrying power. As you revise this topic make sure that you are clear in your mind on each process. Take care

that you do not confuse corrosion with corrasion, for example. In fulfilling the objective as outlined in the syllabus, you can be asked to name and describe these processes.

REFERENCES:
Certificate Physical and Human Geography - Goh Cheng Leong Geology Made Simple - William H. Matthews Geography for CSEC - Jeanette Ottley et al Morphology and Landscape - Harry Robinson
Marjorie Henry is an independent contributor. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

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YOUTHLINK MAGAZINE | APRIL 2-8, 2013

yl:history

United States involvement in Haiti, Dominican Republic and Grenada

DEBBION HYMAN
Contributor

OBJECTIVES
BY THE end of the lesson you should be able to: 1. Discuss reasons for United States intervention in the following territories: a) Haiti (1915) b) Dominican Republic (1916) c) Grenada (1983)

the Europeans, to provide a stable government and to put Haitis finances in order. America controlled Haitis customs to facilitate the payment of debts to foreign creditors. The occupation also saw the construction of roads and, improvements in health and sanitation. The long-standing Haitian law which had forbidden the ownership of Haitian land by foreigners was revoked to enable easier US investment in the republic. The occupation years also witnessed closer commercial ties with the US and Haiti. There was major resistance to the US occupation that did not end until 1934. The major rebellion against the American occupiers took place under the leadership of Charlemagne Peralte in 1919. The rebellion was, in the first place, a protest against the brutal corvee system, a system of forced labour imposed by the Americans. The Peralte revolt was suppressed. In keeping with the Good Neighbour Policy, America decided to withdraw in 1934.

debts owed to the European powers which brought about the dangers of intervention. In 1907 the Dominican-American Convention took place in which it was agreed that the US would supervise the collection of customs duties and use 55 per cent of this to repay foreign debts. In essence, what the US agreed to do was to take control of the republics finances by creating stability and, thus, preventing the intervention of other countries. This evidently showed Americas Dollar Diplomacy in action as she was using the power of the American dollar to control the Dominican Republic and ultimately enable her to implement desired foreign policies. The US made investments in the Dominican sugar industry, which led to a significant increase in sugar production. In spite of the convention, political conditions remained unstable and the possibility of military intervention and occupation grew more probable with the coming of the First World War. In 1916 the opportunity came for America to occupy the republic when civil war broke out with the assassination of the Dominican president. America sent her troops in to restore order and stability and to protect her investments. The occupation of the Dominican Republic witnessed a massive increase in American investments in the sugar industry. There were improvements in road conditions, programmes for better sanitation as well as various public works programmes. A national constabulary was also established. The country witnessed stability not seen since 1906 to 1911 because of American occupation. The Dominicans, however, were unhappy with this occupation as they realised that the American dollar was totally in control of the countrys economy. As with Panama and Cuba,

national sentiment aroused against the Americans who were forced to withdraw in 1924.

UNITED STATES INTERVENTION IN GRENADA

Grenada became an independent state on February 7, 1974. The social structure of the island up to this point was highly stratified according to race, colour and wealth. Eric Gairy, though promising from the 1950s a shift in the balance of power within the status quo on a more equitable basis, was unable to fulfil this promise in the 1970s. This factor along with the institution of tight economic control caused Grenadians to become disenchanted with Gairys leadership. To make matters worse Gairy assumed dictatorial powers and instituted a reign of terror against his opponents. Many of his critics were murdered as the political, social and economic systems of Grenada collapsed. A group of discontents under the banner of the New Jewel Movement (NJM), led by a young attorney named Maurice Bishop, staged a bloodless coup in 1979, toppling Eric Gairy from power. The Peoples Revolutionary Government (PRG) was then formed with Maurice Bishop as Prime Minister of Grenada. It suspended the 1967 constitution and dissolved Parliament. When Bishops government began the transformation of Grenada into a Marxist state, the US and other anti-communist states in the region became very concerned. Relations between Grenada and the anti-communist bloc became strained as relations with Cuba and the Soviet bloc improved. The US began diplomatic actions aimed at preventing further communist incursion into the Western hemisphere. The Maurice Bishop-led government did not hold any general elections but instead concentrated on increasing its

US INTERVENTION IN HAITI
The United States (US), up to the beginning of the 20th century, had relatively no commercial and economic influence in Haiti. By 1870, however, the US began to make investments in the Haitian economy as it looked at Haiti from the point of view of the countrys strategic importance, thus releasing the trade embargo. She established trading links with Haiti and by 1913 the US shared 60 per cent of the Haitian market. In the late 19th century efforts had been made to conquer the Mole St Nicholas. The Haitian people occasionally tried to sell this region in return for political assistance from America. America ment to prevent either Britain or France from securing this region rather than trying to secure it for herself. The US, as with the Dominican Republic, feared that unstable political conditions, and unstable finances as well as chronic debt would invite European intervention. The foreign group most feared were the Germans who had invested heavily in Haitis public utilities. Political conditions in Haiti were very unstable. Between 1888 and 1915, no Haitian president had served his full term of office. In July 1915 President Guillaume Sam was overthrown in a bloody riot. The US used this incident as an excuse to occupy Haiti. The main reason for intervention was to prevent the country from falling into the hands of

military capabilities with assistance from its new allies. Cuban troops and workers poured into Grenada to assist in the building of a new international airport at Port Salines. The fact that this airport was being built to accommodate large military aircrafts made the US and its allies very wary of the project. Maurice Bishop justified the construction on the grounds of an economic necessity and national security. The U.S. rejected this justification. A political crisis developed between the US and Grenada. Extremists in Bishops party disagreed with his handling of the government and took control of the government by overthrowing him. Bishop and other members of the PRG were arrested and soon after executed by extremists who now formed a Revolutionary Military Council under the leadership of General Hudson Austin. The new government surged ahead with its plan to make Grenada a Marxist state. The US was now making appeals to other states in the region to intervene in Grenada for the restoration of democracy. States in the Caribbean formed a coalition with the objective of restoring democracy in Grenada and purging the region of the fear of a communist takeover. On October 25, 1983 US troops invaded Grenada with support from members of the Organisation of Eastern Caribbean States (OECS), Jamaica, St Vincent, St Lucia, Dominica, Barbuda and Barbados all committed troops in Operation Urgent Fury. By November 2, 1983 the combined force had assumed control of the island. General Austin was arrested, Cuban workers and soldiers were sent home and an interim government was installed. General elections were held in December 1984 and Herbert A. Blaize of the New National Party became prime minister.
Debbion Hyman teaches at St Hughs High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

THE US AND THE DOMINICAN REPUBLIC

The Dominican Republic was occupied by the US during the period 1916 to 1924. Before this period, however, the US had shown interest in this territory and had actively involved itself in the appointment of presidents of the country. Political instability was the concern of the US because she feared that it would provide an opening for the enemies of the US. One of the supposed enemies was Germany, who had strong commercial interests in Dominican tobacco and cocoa. The US also came to the conclusion that one way of solving the problem in the Dominican Republic would be to bring about financial stability since it was the problem of the

YOUTHLINK MAGAZINE | APRIL 2-8, 2013

15

yl:prinicples of business

Profile 2 question 1
YVONNE HARVEY
Contributor

classification of the types of production can be either three or four types and there are three levels of production.

ANSWER
The types of production refer to the industries in which production takes place, whether primary, secondary or tertiary for the three types of classification. On the other hand, the levels of production refer to the amount that will be produced under the type of production.

(E) GUIDING YOUR THOUGHTS

You can name primary, secondary, tertiary or quaternary, depending on the classification of stages being considered. Where the levels are concerned there are three.

ANSWER
Secondary production is one type of production, for example making shoes and constructing buildings. One level of production is subsistence, where just enough is produced for the family and very little surplus, if any, is produced. The little surplus that may arise is sold locally. Any good or service can be produced at the subsistence level. Well, thats it for now, my friends. Next week I will do another Profile 2 question. Take care of yourselves until then.
Yvonne Harvey teaches at Glenmuir High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

OOD DAY, everyone. Last week we did the final question on Profile 1. I hope you enjoyed all the related questions and benefitted from them. The topics for Profile 2 are production, marketing and business finance. The question for this week is on production. You may wish to do some revision on the topic before considering the question. As with the Profile 1 questions, I will give some guiding your thoughts on the question and then the possible answer: (a) Distinguish between production and productivity. (4 marks) (b) Define factors of production. (2 marks) (c) List the four factors of production and their rewards. (4 marks) (d) Distinguish between production types and production levels. (4 marks) (e) Name one type of production and give two examples of it. (3 marks) (f) Name one level of production and explain it. (3 marks) Total marks: 20

(A) GUIDING YOUR THOUGHTS

The two terms are not synonymous. In the order of things production comes first and as production takes place the productivity will change.

ANSWER
Production is the utilization of various resources or factors of production to make goods and provide services to satisfy peoples wants and needs. Productivity, however, is the rate of production in terms of the inputs of production. Productivity measures the amount of production

(B) GUIDING YOUR THOUGHTS

In order for goods to be produced and services to be provided, resources are needed and are combined in different proportions.

ANSWER
The factors of production are the productive resources or the inputs that are used to produce goods and provide services for the satisfaction of peoples wants and needs.

(C) GUIDING YOUR THOUGHTS

The factors of production are owned by persons. These persons require payment for their use in production. There are four factors and each has a different reward.

ANSWER
FACTOR OF PRODUCTION Land Labour Capital Entrepreneur REWARD Rent Wages and Salaries Interest Profit

(D) GUIDING YOUR THOUGHTS

Production takes place in different types of industries and in different amounts. The

Prime Minister, the Most Hon. Portia Simpson Miller (right), presents an award to Arts and Culture winner of the Prime Ministers Youth Awards for Excellence 2011, Michael Dane Lewis, at the Youth Awards ceremony, held at Emancipation Park on March 24. Mr. Lewis was among a group of 45 outstanding young men and women who were also awarded in the categories of Academics, Agriculture, Entrepreneurship, Leadership, International Achievement, Sport,Youth in Service, and Journalism.

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YOUTHLINK MAGAZINE | APRIL 2-8, 2013

yl:social studies

Natural resources in the Caribbean

MAUREEN CAMPBELL
Contributor

We cannot but feel uneasy about the losses caused by humanity themselves. Apart from the losses of life and property in destructive wars, the environment and natural resources are also being destroyed by human hands. - Nong Duc Manh

OBJECTIVE
1. Identify the location and uses of the major natural resources in the Caribbean region. 2. Describe proper and improper practices related to the sustainable development and use of natural resources and their effects on the environment and the population. Natural resources occur in nature. They consist of all things that do not come under man-made creations. From rivers and mountains to precious stones and minerals, the earth is abundant with resources that are used for development. Jamaica: sugar, bananas, coffee, rum, citrus fruits, yams, bauxite, gypsum Trinidad and Tobago: natural gas, petroleum, citrus, cocoa, coffee Barbados: sugar cane, clay, limestone, sand, oil, natural gas St Lucia: forests, minerals (pumice), mineral springs, bananas, cocoa, coconut, citrus fruits and livestock. Guyana: gold, diamonds, precious stones, timber, seafood, sugar cane, rice, bauxite, forests Cuba: gypsum, nickel, copper, sugar cane, citrus fruits, coffee and tobacco Dominican Republic: sugar cane, coffee, bananas, coffee, gypsum Grenada: bananas, cocoa, spices St Lucia: coconut, also known as copra, is used for the making of coconut oil Barbados: limestone is used for the making of chalk, clay is used for pottery making Jamaica: bauxite for the use of making aluminum foil Trinidad and Tobago: petroleum made from crude oil St Lucia: cocoa seeds are used to make chocolate

 Minerals: These are naturally occurring substances obtained from the ground. Examples are coal, petroleum, natural gas, iron, copper, gold, etc. Coal, natural gas and fossil fuels are sources of energy. Petroleum is used to make a variety of by-products like gasolene, plastic, etc  Vegetation: Land is used for farming from which vegetables, grains and fruits are grown  Wood from trees is cut and processed to make furniture for homes and to provide for construction materials. It is used for cooking and also as fuel to produce heat for warmth  Clothing: clothes are made from cotton  Plants are used as ingredients in medicines  Animals: These are used as food and their waste is used as fertilizer for crops We get fur and hide from animals which are both used for making clothes. Used for transportation. We need to make serious attempts to use natural resources in an efficient manner because, in recent years, these resources have depleted as a result of their careless use. The seriousness of the problem can be understood from the words of former American President Theodore Roosevelt: The conservation of natural resources is the fundamental problem. Unless we solve that problem, it will avail us little to solve all others.

MISUSE OF NATURAL RESOURCES NATURAL RESOURCES

 Excessive mining, especially with regard to areas that have bauxite  Loss of forest area, burning of forest areas and the cutting of trees  Displacement of population  Loss of agricultural lands  Dumping of ore on surface resulting in soil/water pollution  Risks and health hazards to employees/population  Directly contributing pollution to water/soil/air in petroleum exploration and processing industry

ACTIVITY
Research on the uses of each resource mentioned below: Renewable Resource Non-renewable Resources Agricultural land Petroleum Water Bauxite Forests Gold Beaches Diamond Marine Life Geothermal energy Solar energy Diamonds Wind Gold Fossil fuels

WATER RESOURCES
 Excessive groundwater exploitation  Displacement of human settlement in order to establish projects  Loss of agricultural/forest area to establish water catchment areas  The overuse of irrigation water leading to loss of fertility, which may result in increased pollution of land/water

ENVIRONMENTAL RESOURCES
Destructive use of atmospheric oxygen which, in turn, change the composition of air  Deforestation, which helps in polluting the atmosphere and have led to increased CO2 levels in the atmosphere  The ozone coverage is slowly degenerating due to release of chlorine-generating gases in the atmosphere

INDUSTRIES DEVELOPED FROM NATURAL RESOURCES IN THE CARIBBEAN

Caribbean countries have been blessed with natural resources. It is important that these industries be exploited so the industries developed from these natural resources have created employment as well as foreign exchange earnings from exports.

THE SOIL
 Excessive pressure of population on the land has led to intensive cultivation of land, without allowing the soil to have its natural organic process of recuperating potentiality  Addition of chemicals on continuous basis as fertilizers and pesticides have destroyed necessary contents in the soil  Indiscriminate irrigation has led to salinity rendering them unfit for cultivation

EXAMPLES
Crude oil is a natural resource of Trinidad. The petroleum industry provides employment and earns foreign exchange for the country. Bauxite is found in large quantity in both Jamaica and Guyana. The alumina industry is an important foreign exchange earner. Alumina is exported and is further processed to make aluminum products. Guyana also has very large forest areas and has a very vibrant lumber and timber industry. Lumber is used in the construction industry. Limestone is processed to make cement in Jamaica.

FOREST RESOURCES
 Continuous deforestation for commercial and fuel purposes  Encroachment of forest area for agriculture, mining, industrial purposes  Loss of forest area for irrigation dams  Loss of biodiversity due to encouragement/discouragement of specific species of plants

OTHER NATURAL RESOURCES AND THEIR USES IN THE CARIBBEAN

 Soil: This is used for the growing of crops  Water: This is used for drinking, for irrigation of crops and for transportation. Fishing is a valuable source of food within certain water bodies. The water from rivers is used to generate hydro-electricity

CONTINUED ON NEXT PAGE

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YOUTHLINK MAGAZINE | APRIL 2-8, 2013

yl:biology

Patterns of inheritance
MONACIA WILLIAMS
Contributor

ELLO AGAIN students. How are you this week? I hope that you have been paying attention and have been keeping up with the lessons as we go from week to week. Genetics can be fun if you understand what is being done and if you practise as you go along. It can be easy to learn but also easy to forget, so stay connected! This week we will look at the phenomenon known as incomplete dominance. So far we have looked at two types of dominance, complete and co dominance. Do you remember what these are? Of course you do! In complete dominance one allele is dominant over the other and crossing the heterozygotes results in a phenotypic ratio of 3:1. In co dominance, two dominant alleles come together and both are expressed in the phenotype, for example the blood group AB. In incomplete dominance this does not happen; whenever the dominant and the recessive alleles come together, a third phenotype is produced. This will result in a phenotypic ratio of 1:2:1. Let us see how this happens. This phenomenon is shown in the flower colour in the plant, impatiens. The flower colour is expressed in 3 phenotypes: red, pink and white. There is an allele that represents red colour and one that represents white. We can use the symbol R to represent the red allele and we can use the symbol r to represent the white allele. Let us look at what happens when a red flower is crossed with a white.

Genotypic ratio: All heterozygotes - Rr Phenotypic ratio - here is where the surprise comes: these flowers, instead of being red, are pink! So our phenotypic ratio would be: All pink. Let us see what happens when we cross the F1, the heterozygote.

In constructing a pedigree chart certain symbols and conventions are used: Symbols are used to represent people and lines are used to represent relationships.  males are represented by squares and females are represented by circles  horizontal lines connecting a male and female represent mating  vertical lines leading downwards from the horizontal line represent the children  the symbols at the top represent the oldest individuals of the generations. Subsequent generations are written underneath the first parental generation.  when analyzing the pattern of inheritance of a particular trait, it is customary to shade in the symbol of all individuals that possess this trait. Below is a very simple example of a pedigree chart. Notice the following:  There are 2 offspring sproduced in the F1, 1 male and 1female.  In the F1, the male has inherited the trait  The male with the trait has mated with a normal female  There are 4 offspring in the F2, 2 males and 2 females.  3 of the offspring, 2 males and 1 female do not have the trait while 1 male has the trait. Pedigree charts are sometimes given in the exams so learn the conventions. See you next week!
Monacia Williams teaches at Glenmuir High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

What is our genotypic ratio? Is your answer 1:2:1? If it is, then you are correct! What is the phenotypic ratio? If this were a normal case then it would be 3:1 or 3 red to one white, but this is not the normal case. Remember the phenotype of the parents? Yes you do, it was pink! So knowing this, can you work out the phenotypic ratio? Of course you can. It is like the genotypic ratio, 1:2:1 or 1 red (RR): 2 pink (Rr):1white (rr). If you are given these results in an exam and are asked to state the condition, then you would be able to name it as Incomplete Dominance. We will spend the rest of the lesson looking at pedigree charts. What is a pedigree chart? A pedigree chart is used to show how a trait is passed on or transmitted in a given family. It is can be used to show how the trait is passed on and also to predict the probability of the genotype of future offspring.

yl:social studies

MARINE RESOURCES
 Excessive fishing around the coast  Loss of biodiversity in aquatic population  Premature fishing for commercial purpose  Destruction of herbivorous fishes by carnivorous fishes

 Abuse of labour with cheap wages

WHY WE MISUSE NATURAL RESOURCES

 Ignorance on necessity to preserve natural resources  Deliberate negligence on destruction of natural resource  Entertainment/recreational/aesthetic interest  Extreme population pressure  Self-interest of human beings over the interest to retain natural resources  Loopholes of provisions of law  Food interest  Luxuries required for man  Increased industrial requirement
Maureen Campbell teaches at St Hughs High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

ANIMAL RESOURCES
 Interference in natural breeding by in-vitro fertilization and artificial insemination technique  Severe damage to community living in animals due to forced solitary rearing  Ignoring the eco-balance and biodiversity and failure to preserve them

HUMAN RESOURCES
 Discriminating the human beings on sex

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yl:mathematics

Muliplication of two matrices

CLEMENT RADCLIFFE
Contributor

E BEGAN the review of matrices last week, concentrating on the addition and subtraction of matrices. Please note the following:  In the addition of matrices, corresponding values are added.  In the subtraction of matrices, corresponding values are subtracted.  In the multiplication of matrix by a constant, the values of the matrix is multiplied by the constant. This latter example may be illustrated as follows:

We will now review -.; Muliplication of two matrices The matrix Ax x y refers to the Matrix A with order x x y, that is the matrix with x rows and y columns. It is important that you consider their orders when multiplying two matrices. The orders are reviewed to determine:  If multiplication is possible  The order of the product (matrix) Given the matrices Ax x y X B y x z, the product can be found since the number of columns of A is the same as the number of rows of B, that is, y in this case The order of the answer is x x z It is important to follow this procedure, especially if you are not comfortable with the topic. Having established that both matrices can be multiplied, let us attempt the following:

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yl:principles of accounts

Interpretation of final accounts

ROXANNE WRIGHT
Contributor

b.i. The Net Profit trend is not satisfactory. The summarized accounts indicates that the Net Profit is increasing from $25 000 in 2010 to $26 000 in 2011 and $28 000 in 2012. However, the Net Profit to Capital Ratios shows clearly that it is NOT a favourable sign. It is clear that the ratio decreased from 62 ? % in 2010 to 59% in 2011 and 56% in 2012. The downward trend shown in the accounts is because although there is an increase in capital, there is not much increase in the Net Profit, just a mere $3 000, as compared to $10 000 increase in capital. It reveals that although more money has been pumped into the business, the Net Profit increase is small, and is not even in proportion to the increase in capital. Hence, there is a lower return to the owners from 2010 to 2011 and 2012. Another reason is that Net Sales to Sales Ratio shows a downward trend from 121/2 % to 10.4% to 9.33%. This is an indication that although sales have increased, there has been an increase in increments of expense as well, causing a reduction in the final Net Profit figures. For example, Net Profit increased by only $3 000 from 2010 to 2012, although Sales increased by $100 000. Gross Profit to Sales Ratios remains constant at 25%. This indicates that the reason for the downward trend in Net Profit to Sales Ratios is as a result of increase in expenses. ii. The summarized accounts shows that Working Capital has taken a downward trend from $5 000 to $4 000 and $3 000. This is not in line to upward trend of the capital. Working Capital shows the ability of the business to repay its current obligations on time. Therefore, a shortage of working capital may force the business into disadvantageous borrowings at inopportune times and at unfavourable interest rates.

BELOW IS a worked example. I have given the workings that have helped to arrive at the solution. This is very important so please pay keen attention to them.

QUESTION
The following information relates to Lamars business over a period of three years.

FACTS TO REMEMBER:
1. Working Capital is the difference between Current Assets and Current Liabilities. A small difference indicates too high Current Liabilities or too low Current Assets. Either position is not favourable as: a. Low Current Assets could indicate a low cash position or low closing stock. b. A low cash position depicts problem in settling current debts and a low stock value indicates inability to meet customers demands on time. b. Study the figures given and the ratios you have calculated. Answer the following questions: i. Is the profit trend satisfactory? Give two reasons for your answer. These reasons should be supported by reference to facts disclosed by the summarized accounts and the table in (a) that you have completed. ii. Comment on the trend of the working capital and its effect on the running of the business. 2. Whenever:  Current Assets and Current Liabilities both increase at the same, there is no effect on Working Capital.  A Current Asset and a Long-term-Liability both increase at the same time; this will increase Working Capital.  Fixed Assets increase and at the same time Current Assets decrease; this reduces Working Capital.  If a Fixed Asset and a Current Liability both increase by the same amount, the Working Capital will decrease. 3. Current Ratio = Current Assets Current Liabilities 4. Acid Test Ratio = Current Assets - Stock Current Liabilities 5. Two problems a business may have if there is NOT enough Working Capital: a. The business will not be able to take up valuable cash discounts since creditors may not be paid on time. b. There is always the likelihood of the business not being in a position to take advantage of profitable business opportunities during the period. To ensure that you keep on track with your study of principles of accounts, our next presentation will be Accounting for Stock. You cannot afford to miss that presentation. See you then.
Roxanne Wright teaches at Immaculate Academy. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

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YOUTHLINK MAGAZINE | APRIL 2-8, 2013

The Pascal language

NATALEE A. JOHNSON
Contributor

yl:information technology
REPEAT LOOPS
This loop as you would recall is quite similar to the while loops except the condition is tested at the end of the loop. Thus the block of statement(s) will continue to execute as long as the specified condition in the UNTIL statement is false. Using the same program used in example 3, this is what the repeat loop would like.

EXAMPLE 4

OOD DAY, students. This is lesson 28 in our series of Caribbean Secondary Education Certificate lessons. This week we will continue to look at coding in Pascal.

LOOPS
Pascal Code written Using Turbo Pascal 1.5

FOR LOOPS
Remember, your For Loops are definite loops. Whatever is placed in the block of the loop will be executed a specified number of times. Lets look at an example of a For Loop using Pascal code.

N.B. There is no need for the key words Begin and End inside this loop or the assignment symbol :=for the until section, a regular equal sign is used, for example, Until Mark = 999.

ARRAYS EXAMPLE 2
Write a program to read 10 integer scores, find the sum of the 10 scores and output the sum.

WHAT IS AN ARRAY?
An array is a data structure that is used to store a fixed number of data items all of the same data type. The items (or elements) of the array are organized in sequence and can be accessed directly by specifying their positions in the sequence, using an index or subscript. The index or subscript is the position of the item in the array. If only one index is used, the array is called a one-dimensional array. If more than one index is used, it is referred to as a multi-dimensional array. An array is also seen as a list where the data being stored are displayed in a table format. Here is an example of how an array is declared and how it is stored.

WHILE LOOPS
While loops, on the other hand, are indefinite loops. The block statements will continue to be executed until a particular condition is met.

EXAMPLE 3
Write a program to read a set of marks terminated by 999, the program should also find the sum of the marks and also output the sum of the marks.

The name of the array above is called Num and its subscript value is 5, which means that this array list can only store up to 5 elements. To refer to the third value in array, Num, we would specify its position in the array as a subscript of the array name. That is, Num [3]. Arrays are, therefore, typically used to store and process a list of items. We have come to the end of 28. See you next week when we will continue to look at the Pascal code and arrays. Remember that if you fail to prepare, you should prepare to fail.
Natalee A. Johnson teaches at Ardenne High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

YOUTHLINK MAGAZINE | APRIL 2-8, 2013

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yl:english literature
BERYL CLARKE
Contributor

ODAY, WE will continue our discussion on Dreaming Black Boy. You would have by this time completed the exercise that you were given last week. Two of the statements are false. This young mans ambition is to get the best possible education educated to the best of tune up. I am sure that you, particularly the young men, know what a tune-up is. This boy would not have settled for just being alright. His desire is to be in good shape educationally at all times. He wishes to be qualified at something so that he can earn a good salary, not to spend his life cleaning shoes. He refers to Mars not because that is his place of origin but because he is treated as if he were. In other words, he is treated as if he were an alien. The boys dreams are the wishes he has for his life. Like anyone else, he wants to be successful and so he speaks of Paul Robeson who was a Black American singer and actor. It is obvious that the character in this poem is intelligent and if given education and opportunity would be able to realise his dreams. Remember too, that he does not want to sit confined in any one place but to have the freedom to travel anywhere and stay in any hotel.

Dreaming Black Boy

with the tongue and what it is that you would use the tongue to lick boots then you can get the picture. The speaker is clearly saying that he does not wish to grovel, to bow down, to belittle/cheapen himself to behave obsequiously, to those who have power over him. As we continue to look at the work that was set last week, I wonder if we agree on the meaning of I wish life wouldnt spend me out opposing. Here, the speaker wants to spend his life positively. He regrets that in his world there are constant roadblocks/difficulties in his

way forward. These force him to be always struggling against them, always unable to forge ahead freely. As a boy, this is the situation he faces. This is the reality of his existence and he finds it exhausting. He obviously admires Paul Robeson who had been able to use his natural talent to achieve success. He says that since he had been created as human and not animal, he wants the chance that humans should have to excel; he wants to have a clear, bright future. Finally, we hear him say that he is carrying a burden. What burden is that? Being black with all the racial problems that come with being a coloured person in his society is, for this child, like carrying a heavy weight all the time. What is significant, too, is that he seems to be accepting of the things to which he is being subjected, not because he believes that he should be treated this way, but because that is what actually exists. He hopes that no one else would do anything deliberately to find himself in his situation. Whenever we study a piece of writing, we should consider the writers style. We notice that this which is written in free verse is divided into five stanzas. The first is set in the classroom, the second moves from education to world travel, the third focuses on the boys hopes, the fourth makes reference to the cruelties of racism and his feeling of alienation and finally, it closes with a reminder of the fear and pain brought about by racism. Take note of the allusions in this poem. They include religious-Christianity, race, political and historical. The language is fairly simple and, in some instances, obviously that of a child.

The speaker makes the point that he is not a woodchopper like his ancestors; he has the ability to be more than someone restricted to physical labour. It is not that he is belittling this source of earning a living but that he is making it known that he does not have to be limited in his choice of job. He does not want to sink to lick boots. Do you know what this means? Even if you met this expression for the first time when you read this poem, you should have a good idea of what it is saying. The word sink suggests lowering ones body, going down on the knees or even on your face. When you add to that the idea of licking something that you do

Sheldon Levy is elated to collect his cheque for $50,000 from Carlo Redwood (right) head of marketing at LIME, at the companys, office on Friday, March 23. Each winner got $50,000 for purchasing as little as a $50 mobile data plan in LIME Cash Me if You Can Boys and Girls Championships promotion. LIME is official telecommunications sponsor of the premier athletics event.

Have a great week and God bless!

Beryl Clarke is an independent contributor. Send questions and comments to kerry-ann.hepbrun@gleanerjm.com

yl:mathematics

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YOUTHLINK MAGAZINE | APRIL 2-8, 2013