Garth Dawkins, research fellow, Xanthan Gum Project, assists Dr Michelle Hamilton, prinicipal investigator and lecturer in the

department of Basic Medical Sciences, at the

University of the West Indies Biochemistry lab.

YOUTHLINK MAGAZINE | MARCH 22-28, 2011

11

yl:social studies

The Caribbeans
natural resources
MAUREEN CAMPBELL
Contributor

ARIBBEAN COUNTRIES are not rich in natural resources. There are, however, resources that make
significant contributions to domestic economies and regional job sectors which include: fisheries,
nickel, iron, bauxite, petroleum and timber. The Caribbeans most important resource is its tropical
island setting - its environment, which has generated a unique tourism sector.

In the Caribbean, Jamaicas bauxite and alumina industry is second only to Trinidads petroleum sector as
the leading export within CARICOM. Jamaicas bauxite and alumina industry is, however, dominated by
North American firms, hence these resources and most profits have traditionally been exported northwards.
The leading Caribbean export comes from Trinidad and Tobago, which possesses substantial petroleum
reserves, and is regarded as the richest country in terms of this expensive, much-demanded natural
resource. As a result of this, Trinidad also maintains the regional role of producer of heavy industrial
products such as asphalt, ammonia and iron.

THE CARIBBEAN ENVIRONMENT

The best resource to be exploited would be the tropical environment of the Caribbean itself. The
environment is the natural resource that promotes tourism and, therefore, generates income for the
developing countries in the Caribbean. The exquisite beaches, fascinating coral reefs, refreshing waterfalls
and lush green rainforests are the primary reasons tourists flock to the islands every year.
The islands of the Caribbean are home to hundreds of rare tropical birds, flowers and indigenous species
that can be found nowhere else on Earth. Nature is the product that draws tourists to the Caribbean, and
tourism is the primary breadwinner for the region.

PLEASE SEE NATURAL, PAGE 13

12

YOUTHLINK MAGAZINE | MARCH 22-28, 2011

yl:mathematics

NATURAL

Multiplying
two matrices

COTINUED FROM PAGE 12

We need, therefore, in the Caribbean to cherish our God-given assets, which can only ultimately reap muchneeded benefits for us. Once these assets are destroyed, tourism will move to where the product of nature has
been well cared for and cultivated. We need to sustain our environmental assets. We must, therefore, manage
all resources in a way that enures our economic, social and aesthetic needs can be fulfilled while maintaining
our cultural integrity, essential ecological processes, biological diversity and life support systems.

AGRICULTURE
This is the major economic land-use activity in most Caribbean countries. Agricultures contribution to
Gross Domestic Product is not just primary production, but also the value-added transformation into foodand-beverage products, restaurant sales and employment that has a much more far-reaching contribution to
the economy.
A prosperous agricultural sector is a prerequisite for poverty alleviation and food security because the
majority of the rural poor are in agriculture, which promotes economic growth, employment and rural
prosperity. To begin with, agriculture must be valued for what it is: the bedrock of society and the cornerstone
of any economy. Agricultural development is not about helping marginal poor farmers; the agricultural sector
is a strategic sector of our economy.

CLEMENT RADCLIFFE
Contributor

E BEGAN the review of matrices last week, concentrating on the addition and subtraction of matrices.
You are asked to 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 matrices by a constant, the values of the matrix are multiplied by the constant.

ACTIVITIES
1. Identify four renewable and four non-renewable resources to be found in named islands in the
Caribbean.
2. Give two reasons why natural resources are essential to any country.
3. Explain the usefulness of three non-renewable resources in the Caribbean.
4. Suggest three actions that can be taken to encourage Caribbean citizens to preserve/conserve their nonrenewable natural resources. Justify why these actions will be successful.
Maureen Campbell teaches at St Hughs High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

YOUTHLINK MAGAZINE | MARCH 22-28, 2011

PLEASE SEE MATRIX, PAGE 14

13

MATRIX
CONTINUED FROM 13

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

yl:principles of accounts

Control
accounts
ROXANNE WRIGHT
Contributor

IRST AND foremost, knowing on which side of the accounts to place the totals given in the question is
key to solving a control account question.

BASIC RULES TO REMEMBER WHEN PREPARING THE CONTROL ACCOUNTS FOR THE:
i. Debtors/Sales Ledger Control Account

To increase the amount debtors owe Debit the account

To decrease the amount debtors owe Credit the account.
ii. Creditors/Purchases Ledger Control Account

To increase the amount owed to creditors, Credit the account

To decrease the amount owed by the creditors Debit the account.
Set off/Contra Entry figures reduce the amount owed by debtors and amount owed to creditors by the
same amount. Therefore, credit the Sales Ledger Control Account and debit the Purchases Ledger Control
Account with the smaller of the two figures given.
Ignore other items that do not affect current debtors or creditors.

WORKED EXAMPLE
The following information relating to sales and debtors was extracted from the books of a firm for the
month of October 2003.
$
Total debtors at October 1, 2001
3 500
Sales for cash
30 400
Sales on credit
21 600
Total receipts from all customers [>1]
42 900
Discount allowed to credit customers
900
Sales returns from credit customers
800
Bad debts written off
400
Increase in the provision for bad debts [>2]
600
Debit balance in the sales ledger set off against purchase ledger balance
160
Sales ledger credit balances at October 31, 2003
240

ADDITIONAL INFORMATION
The amount of $42,900 for total receipts from all customers includes $1,000 for a debt previously
written off as irrecoverable in 2001. [>3]

PLEASE SEE ACCOUNTS, PAGE 15

14

YOUTHLINK MAGAZINE | MARCH 22-28, 2011

ACCOUNTS
CONTINUED FROM PAGE 14
REQUIRED:
a. Using the appropriate balances and information above, prepare the Saes Ledger Control Account in the
General Ledger for October 2003.

yl:english literature

Richard Cory
(part 2)

b. Give two reasons to support the keeping of control accounts.

BERYL CLARKE

REASONING

Contributor

You may be wrong in your opinions

But dont be wrong in your facts.

[>1]
This must also include cash received from cash sales. Subtract this before finding cash received from
debtors.

ID YOU consider the borrowed idea

expressed above? If you didnt, it is worth
your while to do so now. As you prepare for
your external examinations you must realise how
important it is for you to know, remember and use
the facts in all your subjects correctly.

[>2]
No effect on Sales Ledger Control as entries required are:
Dr: Bad Debts (Profit & Loss) $600
Cr: Provision for Bad Debts $600

[>3]
This $1,000 cannot be entered in the Sales Ledger Control as it doesnt belong to October 2003. The
Journal Entry required is:
Dr: Cash at Bank
Cr: Profit & Loss - Bad Debts Recovered.

Several weeks ago, we looked at the poem

Richard Cory, and you were asked to answer a few
questions. Here now are the answers.
Question: Who is the poem about?
Answer: Richard Cory.

SOLUTION
Question: Describe this person.
Answer: He was regal in appearance, slim,
gentlemanly, handsome and clean. He
dressed soberly.

a.

Question: What is the speakers attitude to

Richard Cory?
Answer: One of admiration, perhaps envy.
b.
The keeping of control accounts
1. Helps to eliminate voluminous details in the General Ledger.
2. Enables the counter-checking of Sales Ledger individual balances.

Question: Describe the economic condition of

the onlookers.
Answer: They were poor, seemingly unemployed
or underemployed, for they were always
on the pavement when the persona went
into the town. In addition, the speaker
tells us that their diet was inadequate.

WORKING
[w1]

See you next week.

Roxanne Wright teaches at Immaculate Academy. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

Question: Explain lines 7 and 10.

Answer: But still he fluttered pulses when he
said ...-line 7. Here we learn that those
to whom he spoke became excited. It is
likely that such persons felt special
when he greeted them. And admirably
schooled in every grace line 10. The
speaker informs us that Richard Cory
had all the social graces; he knew what
to say and do in every situation. No
doubt, he was charming, knew how to
address any and every one with charm
and politeness and could dress
appropriately for all occasions.
Question: Is the opinion of the people as
expressed in lines 11 and 12 correct?
Answer: No.

Asheika DJ Shieks Cunningham winner of the Honey Bun School Dayz Sing-a-thon (Round 1)
in action at the Awards Presentation. Looking on are Daina Fletcher, one of the finalists in the
competition and Antoinette Morgan, Honey Bun Promotions and Customer Service Manager.

Question: Support your answer with evidence

from the poem.
Answer: To say that they considered him to be
everything, tells us that they saw him as

YOUTHLINK MAGAZINE | MARCH 22-28, 2011

perfect, as having everything for happiness

and success, as being powerful, as being
the opposite of themselves. Please notice that the
speaker does not say that Cory has everything but
that he is everything. It appears that to them he is
almost a god. His suicide shows just how very
wrong they were for something must have been
missing from his life for him to be unable to
continue to live.
Question: Identify the rhyme scheme.
Answer: abab, cdcd, efef, ghgh.
Question: What poetic device is used in the
lines: And Richard Cory one calm
summer night went home and put a
bullet through his head.
Answer: It is ironic that this man commits
suicide. His action is thrown into relief
by the contrast made between the
situation - calm night, calm man and the
violence he does to himself.
I wonder if you anticipated the way this poem
ends. In the eyes of the speaker and the onlookers,
it seems that our main character, the title character,
has everything going for him. In other words, he is
handsome, always well dressed from head to toe
and financially secure. Yet, all is not as they appear
to be.
Have you noticed that in their admiration of
Richard Cory, the towns people never seem to
address him? They wait on him to speak as if he is
very different from them, almost as if he is more of
a human being than they are, or as if he is from a
different planet. We are not told, for instance, that
he is accompanied by a friend or relative on any
visit to town or that he cracks a joke with someone
on the street. Do you see what I am getting at?
Richard Cory was obviously isolated. Taken in
by appearance and being completely unaware of
the reality of his life, the towns people put the man
on a pedestal and denied him the opportunity to be
one of them.
This is why the end comes as such a shock for
nothing before prepares us for a suicide. After all,
we have been hearing the story from one who does
not see the true situation.
We will stop here today. In the next lesson we
will begin examining the poem Sonnets from China
xv by W. H. Auden. Have a good week and God
bless!
Beryl Clarke is an independent contributor. Send questions
and comments to kerry-ann.hepburn@gleanerjm.com

15

yl:english language

Summary
writing

NATASHA THOMAS-FRANCIS
Contributor

ELLO ALL. I hope that your

examination preparation is going
well. Today, I want to discuss summary
writing with you. Summary writing skills
are tested in section one of Paper 02. It
falls under the broad heading of factual
writing. According to the syllabus, the
CXC examination requires you to
communicate factual information
clearly, concisely and adequately.
However, over the years, this section of
the paper has proven to be quite
challenging to candidates.

It would be beneficial to you if you

understood the weaknesses observed in
this section. The 2010 CXC Examiners
Report highlights some of the common
weaknesses demonstrated in candidates
scripts. They include:

Persistent wholesale or partial
lifting of the original passage.

In a large number of instances
where the main points are grasped,
the summaries fail because not
enough attention is given to
organisation and meaning.

Problems comprehending the
passages. This is directly related
to the lack of comprehension skills
generally.

Poor vocabulary.

Poor understanding of grammar
and punctuation

Weak grasp of connotative
language and weak reasoning
Factual writing requires the
development of specific language and
comprehension skills. More than other
types of writing, it involves:

The ability to focus on accuracy

Summary skills

Clarity of expression

Use of connecting words and phrases

The ability to develop ideas on a
given topic
As was highlighted previously, one of
the flaws in students responses to this
section of the exam is the inability to
select relevant material and the inability
to express ideas with an economy of
language.
So let us look at the characteristics of
a summary. A summary is a condensed
or shortened version of writing or stretch
of speech which gives the reader the gist
or salient points. This skill is required
both in school and in society; for
example, writing book reports, taking
notes, writing news reports and making
minutes of a meeting.
16

Antoinette Morgan, Honey Bun Promotions and Customer Service Manager presents Asheika
Cunningham, Winner of Honey Bun School Dayz Sing-a-thon (Round 1) Competition with her Laptop
(notebook) and a Honey Bun gift basket.
In summary writing, your language
should be simple, clear and concise:

SIMPLE
A summary restates the essential
meaning of a passage. You usually
exclude: figures of speech, specific
examples, statistical data, repetitions or
any device used by a writer which does
not add to the basic meaning.

into phrases and phrases into single

words. Example: The phrase every two
weeks can be replaced by the word
fortnightly, and the person who works
at the factory can be replaced by the
factory employee.
Here are some key terms for you to
understand:

MAIN IDEA
Your reader must be able to gather the
meaning of the original passage easily
and accurately.

This is the salient, specific point

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

CONCISE

SUPPORTING DETAILS

Because there is a word limit (which

must be adhered to), every word must be
used carefully. Develop the skill of using
language economically. You must
practise your ability to contract clauses

These are the points and/or examples

the writer uses to support the main idea.

CLEAR

WRITERS INTENTION
This is the writers purpose. It may be

to inform, to predict, to criticise, to

encourage, to express a particular point
of view, to teach us something, to
persuade or to amuse.
Now that you are aware of the
characteristics of a summary, as well as
the key terms related to summary
writing, I will now give you the steps
involved in putting together the final
piece.
. Read the passage at least twice This will give you the opportunity to
identify the general topic of the passage
as well as the writers intention.

. Select the main idea in each

paragraph - Do not attempt to
ascertain the main idea as a whole.
When you break the passage down into
parts, you will be better able to
understand it.

YOUTHLINK MAGAZINE | MARCH 22-28, 2011

. Decide on the important general

information that supports the main
idea and eliminate unimportant details,
examples and illustrations.

. Combine the main ideas, omitting

any repetition of ideas and
expressions.

. Ensure that you use your own

words as far as possible.

Let us look at an example. What is the

main idea in the following paragraph?

Holiday makers from North America

and Europe are more leisured and
affluent than ever before, and now that
the jet plane has provided even faster air
transport, they have begun to look
further afield than the beaches of Miami,
Brighton or Le Touquet for tourist
attractions. The islands of the Caribbean
are distant enough to add the
enchantment of adventure to a holiday
trip and they offer such a variety of
attractions that there is something to
appeal to every taste. To please the eye
there is the lush tropical vegetation and
the beauty of anthurium, bougainvillea
and jasmine. Indeed, there is an infinite
variety of flora and fauna to enthral the
discerning naturalist. One can relax on
the magnificent beaches amongst
breathtaking coastal scenery warmed by
the generous sunshine. The food is often
exotic, always different; mangoes, pawpaws and pineapples, sweet peppers,
breadfruit and limes, bananas and
coconuts in plenty. The musical
combinations have developed such
sophistication that they are intentionally
known and a tourist attraction in
themselves. In brief, the Caribbean as a
tourist area offers the diversion of a new
way of life.
I hope you read this paragraph at least
twice. Where do you find the main idea?
Yes, you are right! The main idea is
found in the last sentence: In brief, the
Caribbean as a tourist area offers the
diversion of a new way of life. For
practise, please rewrite the main idea in
your own words.
Do have a blessed week!
Natasha Thomas-Francis teaches at Glenmuir
High School. Send questions and comments to
kerry-ann.hepburn@gleanerjm.com

yl:office administration

Recruitment and orientation

HYACINTH TUGMAN
Contributor

PREPARING FOR AND PARTICIPATING IN AN INTERVIEW

Companies use various procedures when conducting employment
interviews. The larger the company, the more formal the interview.
The following pointers must be kept in mind when preparing for an
interview:

Research the company. Find out as much as you can about the
company. Your research will help you to form a picture of the
company to help you to ask relevant questions during the interview.

Anticipate questions that you will be asked during the interview.
The employment interview is usually the first time you will be seen
by a company representative. Remember, students, that first
impressions are important.
A good interviewer will give you an overall explanation of the
requirements of the job and of the policies and benefits of the
company. You will be asked questions about yourself, and you will
also be given the opportunity to ask questions. Some questions that
you may be asked are:

Why did you choose to apply for this position?

What future professional or educational plans do you have?

What characteristics or traits do you have that you think make
you the right person for this position?

Why did you leave your last position?

What do you think are your strengths and weaknesses?

Why should this company hire you?
The interviewer will assess you according to the answers given to
the questions. In answering the interviewer, you should:

Look at the person who is conducting the interview and be

courteous in giving replies.

Avoid one-word answers but try to be precise.

Give honest answers.

Show that you are willing to learn.
One of the most difficult questions to handle is the question of
salary. Usually, the interviewer will tell you what the company expects
to pay for the position. Occasionally, an interviewer will ask you what
salary you expect. Be prepared for this question. Very often an
interviewee is invited to ask questions of the interviewer. Even when
the invitation is not extended, it is usual to expect questions from the
interviewee. Answers to the following questions provide valuable
information:

Are there opportunities for training in the organisation?

Are there opportunities for promotion?

Is there a policy of promoting from within the organisation?

What are the working hours?

FOLLOWING UP ON THE INTERVIEW

You should send a short thank you letter to the interviewer as a
courtesy. Avoid calling or writing before the decision deadline to
inquire about the status of your application. After the deadline, it is
acceptable to call or write to ask when a decision will be made if you
have not already been notified. This demonstrates that you are still
interested in the job.

LETTER OF ACCEPTANCE
When an applicant is selected for the post, he/she is sent an offer of
appointment along with the contract of employment. If the offer is

accepted, the applicant is required to sign the contract and return a

copy to the organisation.
The letter of acceptance should be brief:

Thank the employer for his letter offering you the job

State that you are willing to accept the job

Indicate that you are looking forward to working for the
organisation and gaining new experiences

Confirm that you will be able to commence work on the
suggested date
There are, however, times when a job offer has to be refused. The
writer should, therefore:

Thank the employer for the offer of appointment

Express regret at not being able to accept the offer

Here are some short-answer questions based on the unit I have just
completed.
1. What steps should you consider when you are searching for a job?
2. Describe the major sections of a rsum?.
3. What important pointers should you keep in mind concerning the
appearance of your rsum?.
4. What is the purpose of a cover letter?
5. What major pointers should you keep in mind when preparing for
an employment interview?
Until next week, remember the golden rule, STUDY, STUDY. God
bless you all.
Hyacinth Tugman teaches at Glenmuir High School. Send questions and comments
to kerry-ann.hepburn@gleanerjm.com

Dr Walton Small (right), principal of Wolmers Boys School, greets top academic performers (from left) Tarik Garvey, Deeshai Escoffery, Chavan Lyttle, Wai Leug NG and
Christopher Lewis at the schools Blue Report Awards Ceremony for academic excellence at The Mico College auditorium on Monday, March 7.
YOUTHLINK MAGAZINE | MARCH 22-28, 2011

17

yl:biology

Patterns of
inheritance

MONACIA WILLIAMS
Contributor

OW ARE you all this week? Have you begun to assess your readiness for exams as yet? If you
havent, you need to begin now! The CSEC timetable is available online, so you can access it and get
an idea of what your personal timetable will be like.

Genotype: All Aa
Phenotype: all normal
What happens if the other parent is normal but heterozygous? Before we do this cross, is there anything
familiar about the scenario that we are investigating? Of course there is! It follows the same pattern as the
Back cross or Test cross, so already you should be able to tell me the result!

Last week, we looked at an example of a monohybrid cross involving the homozygous dominant and the
homozygous recessive. This week, we will look at more examples of monohybrid crosses starting with the
one that we did not complete last week. Do you remember what it was? Yes, it was the cross of the
heterozygous dominant with the homozygous recessive.

Phenotype: 1 albino: 1 normal

Notice the difference in the ratios. When the homozygous dominant (YY) is crossed with the
homozygous recessive (yy), all the offspring have the same phenotype as the parent, but their genotype is
different; it is heterozygous (Yy). When the homozygous recessive (yy) is crossed with the heterozygote
(Yy), one half of the offspring has the same phenotype (yellow) as one parent and the other half, the same as
the other parent (green).
This type of cross with the homozygous recessive as one parent is known as the Test cross or Back cross.
It is used to determine the genotype of the other parent, that is, whether it is homozygous dominant or
heterozygote. Remember that when crossed with the homozygous dominant, all the offspring will have the
same phenotype as the dominant parent, and when crossed with the heterozygous, one half of the offspring
will have the phenotype as the dominant parent and the other half as the recessive parent. This is an
important fact to remember because it is a question that is often asked in exams!

What else do we need to remember to answer this question correctly? We need to remember that human
beings do not usually have four children as a result of one pregnancy. This means that we would answer the
question by saying that there is a 50 per cent chance that a union between an albino and a normal
individual can produce an albino offspring. This has to be the answer since we do not know because the
genotype of the other parent is unknown.
Can two normal individuals produce an albino offspring? Come on, use the knowledge acquired so far
and make an educated guess! Did you say yes, they can? If you did, you are correct! This can happen if the
two parents are heterozygous normal! Let us see.
What is the genotype of the heterozygote? It is Aa. Let us now look at the cross of the two heterozygote
parents.

Let us look now at the inheritance of a human characteristic, albinism. This condition is only expressed
when the individual is homozygous recessive. An individual who is an albino lacks the gene responsible for
the creation of the pigment melanin. Because of this, the affected individual is devoid (lacking) of all forms
of pigmentation.
If one parent is an albino, does this mean that the children (offspring) produced from the union will be
albinos? We can determine the results by doing the monohybrid cross. Let us do it now. What do we need to
remember?

Albinism is a recessive condition caused by a recessive gene.

Individuals with the heterozygote and homozygous dominant genotypes will be phenotypically normal;
that is, having normal pigmentation.
The following genetic diagram gives the result obtained if one parent is an albino and the other parent is
normal with the homozygous dominant genotype. Do you remember how we decide on the letter that will be
used to represent the gene? Yes, we use the first letter of the name of the condition, so since the condition is
albinism, we use A for the dominant and a for the recessive.
18

Do you notice anything here? There are three different types of genotype present in the following ratio.
Genotype ratio: 1AA:1Aa:1aa
What is the phenotypic ratio? Did you say three normal to one albino? You did! You are perfectly right! So
what is the answer to the question? Yes, two normal individuals can produce an albino child!
Now get your pass papers and practise answering genetic questions. Next week, we will look at codominance and the inheritance of blood groups. See you then!
Monacia Williams teaches at Glenmuir High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

YOUTHLINK MAGAZINE | MARCH 22-28, 2011

yl:information technology

FLOW CHARTS
A flow chart is a graphical representation of an algorithm. It uses special geometrical objects to
designate the basic steps of a program which are:

Algorithms

A PARALLELOGRAM
This is used to represent the input operation as well as the output operation

A RECTANGLE

(part 2)

This is used to represent a processing /assignment statement.

NATALEE A. JOHNSON
Contributor

OOD DAY students. In this weeks lesson, we will continue to look at algorithms and begin to look at
flow charts.

A DIAMOND
This is used to represent a decision (if-then-else and loops) structure.

OUTPUT STATEMENTS
We also have a statement called the prompt statement. A prompt statement is actually an output
statement which displays on the screen to the user a message indicating to the user what actions to take
based on the program written. For example, you may be asked to write a psuedocode algorithm to accept
two numbers and prompt the user to enter the numbers (this would be done via the keyboard). This is how
you would write the prompt statement.

AN ELLIPTICAL SHAPE
This is used to represent the terminal indicators, START or STOP

ASSIGNMENT STATEMENTS
Assignment statements are used to give initial value to variables and to change the value assigned to a
variable. The assignment statement has two parts, the Left value and the Right value. The Left value refers to
the variable as the storage location where the Right value will be stored. The Right value refers to a value
which may be the result of an expression or the content of another variable. The assignment statement will
be written as follows:

DIRECTIONAL ARROWS
These are used to indicate the flow of the logic in the algorithm.

THE CONNECTOR

In Example 1 above, you were required to read the values of three numbers find the product of the
numbers and output the product.

THIS IS THE FLOW CHART VERSION OF THE PRODUCT ALGORITHM

CONTROL STATEMENTS (SEQUENCE, SELECTION, REPETITION)
These statements are used to control the amount of time a statement or sequence of statements is
carried out based on some condition. We will look at each of these separately in the next lesson.
An algorithm can be represented using a pseudocode or a flow chart. Below is an example of a
pseudocode representation of an algorithm, which allows you to observe the different parts of an
algorithm.

EXAMPLE 1
Write a pseudocode algorithm to read the values of three numbers, find the product of the numbers and
output the product.

ALGORITHM PRODUCT {THE ALGORITHM HEADER}

This algorithm finds the product of three numbers {The Declaration}

THE BODY OF THE

ALGORITHM

We have come to the end of this lesson in our series of lessons in the CSEC information technology
lectures. See you next week, when we will look at control structures and continue to look at flow charts.
Remember, if you fail to prepare, be prepared to fail.
Natalee A. Johnson teaches at Ardenne High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

YOUTHLINK MAGAZINE | MARCH 22-28, 2011

19

yl:geography

Exam
questions

The third layer is the understorey. The trees are smaller in nature and the crown is not as thick. Most of
them will probably be about five to 15 metres tall. This layer may support some lianas and epiphytes.

The fourth layer is the shrub layer. There are ferns and small young trees here.

The forest floor is the last layer. Covered by a carpet of leaves, it is almost bare of vegetation, unless
there is a break in the canopy. In order to survive, plants need water and sunlight. Because the canopy
blocks out as much as 90 per cent of the sunlight from reaching the forest floor, very little or no vegetation is
found on the forest floor. Where there is a break in the canopy, the undergrowth is more luxuriant.

(part 5)
MARJORIE HENRY
Contributor

UESTION FOUR is the third and last question in section B (Natural Systems) of the question paper. In
reference to the 2010 examination, here is that question.

(4marks)
(a) Draw a cross section of a hurricane to illustrate its structure.
(8 marks)
(b) Describe four layers of vegetation in tropical rainforests.
(8 marks)
(c) With the aid of a diagram, explain how rain shadow areas develop.
(d) Explain why the temperature is usually much lower on the summit of a mountain than the surrounding
(4 marks)
lowlands.
Total 24 marks
Do you notice anything similar with this question and question three? In the event you did not, part (a) in
both is similar in that you are required to do a diagram. May I encourage you to practise drawing diagrams
for the different topics as you revise them. Even if this is not done at school, go through your textbooks and
find diagrams relevant to the topics you are studying. This will certainly help you to be better prepared for
the examinations.
Here is a diagram in response to part (a) of the question:

STRUCTURE OF THE TROPICAL RAINFOREST

Source: CSEC New Integrated Geography - Sheldon Bleasdell et al.
References: CSEC New Integrated Geography - Sheldon Bleasdell et al.
General Geography In Diagrams - R.B. Bunnett
The discussion on the question continues in the next lesson.
Marjorie Henry is an independent contributor. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

yl:history

CROSS SECTION OF A HURRICANE

United States &

the Caribbean
DEBBION HYMAN
Contributor

SOURCE: GENERAL GEOGRAPHY IN DIAGRAMS - R.B. BUNNETT

1776-1985
UNITED STATES INTERVENTION IN CUBA, PUERTO RICO AND PANAMA

Remember, your diagram must be neatly drawn, clear, properly labelled and presented with a title.
(b) The Equatorial regions support a luxuriant type of dense vegetation - the tropical rain forest - because CUBA
of the very heavy rainfall and uniformly high temperatures. The forest has a distinct layer arrangement. There
The United States has always had a deep interest in the island of Cuba. In the 1890s, Cuba engaged in
are five distinct layers. You have, however, been asked to describe only four of these layers.
armed struggle against Spain in order to gain its independence. One of the leaders of this struggle was the
poet Jose Marti who died early in the struggle. The United States took an interest in the conflict, as she was

The emergent layer, also the tallest layer of the entire forest structure. This layer is called emergent
shocked by reports of Spanish excesses in crushing the revolt. In addition, the US government became
layer because trees here reach a height of 40 to 50 metres. They have emerged from the canopy layer to
increasingly concerned about US investments (estimated to be over $50 million) as the conflict intensified.
reach out for more sunlight. To be here, the trees are usually experiencing strong winds and intense heating In 1898, the US military intervened in the conflict after the sinking of the ship the USS MAINE in the Havana
of the sun. Few trees can reach this layer because not many can push through the thick canopy.
harbour. Spain was easily defeated and by the Treaty of Paris in December 1898, the US assumed control of
Puerto Rico and the Philippines. Cuba was granted independence and became the Republic of Cuba.

The second layer is the canopy. The trees here are about 20 to 30 metres tall. Their crowns are
During the period 1898 and 1902, Cuba was governed by the US military. It was placed directly under
interlocked together, forming a thick canopy. The canopy layer is an important layer because it is the place
American control by the terms of the Platt Amendment to the Cuban constitution. This amendment granted
where most animals in the tropical forest make their homes. The canopy also blocks out most of the
Cuba complete control over its internal affairs in matters such as sanitation and health, but generally
sunlight from the forest floor. As a result, it can be quite dark when you walk into the rainforest. Hanging
undermined Cuban autonomy by stating, among other things:
from the canopy may be non-parasitic plants such as lianas and epiphytes. Lianas are thick, woody vines

Cuba could not conclude treaties with foreign powers without the approval of the US.
that may grow to a length of 100m. They climb up the trees in search of sunlight. The epiphytes, on the

The US had the right to intervene in Cuba whenever it felt that her economic, military or human
other hand, are ferns and orchids. These grow on the trees but they make their own food. Parasitic plants are
interests were threatened.
also found in the tropical rainforest.
PLEASE SEE 1776-1985, PAGE 21
20

YOUTHLINK MAGAZINE | MARCH 22-28, 2011

yl:principles of business

1776-1985
CONTINUED FROM PAGE 20

Cuba was obligated to lease or sell the US land
necessary for the establishment of coaling or naval stations.

Cuba could not borrow money in excess of what its
normal revenue could pay, but first it needed the approval of
the US.

PUERTO RICO
The policy of establishing American control rather than
direct rule was also followed in Puerto Rico. After only a short
period of rule by a military governor, the US Congress passed
the Foraker Act in 1900. This gave the island a civilian
government and a law-making body of elected Puerto Ricans.
However, final power rested in the hands of the United States
through the Puerto Rican senate, made up of an American
governor and five official members appointed by the American
government. Judges in the Puerto Rican Supreme Court were
also appointed by the United States. American labour leaders
and racist politicians were satisfied by another section of the
Foraker Act which stated that Puerto Ricans were not American
citizens and could not travel freely to the United States.
Americans quickly became active in Puerto Rico, carrying
out programmes such as those in Cuba. Malaria, yellow fever
and other diseases were controlled. Work started on large-scale
harbour repairs, road-building schemes and irrigation projects.

PANAMA
With the United States westward expansion across the North
American continent and the possession of territories in the
Pacific such as Hawaii, Guam and the Philippines, she became
interested in constructing and controlling a waterway through
Central America. Panama was chosen as the most ideal
location.
In 1850, the United States and Britain signed the ClaytonBulwar Treaty in which both countries agreed to share the
construction of a canal. A French company in the 1880s had
acquired the rights to construct a canal by 1904, but the French
attempt at building a canal in Panama was abandoned as a
result of the high construction cost and the plague of tropical
diseases such as malaria and yellow fever. By 1901, American
scientists found a cure for yellow fever and in that year, the
United States signed the Hay-Pauncefote Treaty that released
her from the Clayton-Bulwar Treaty and gave the United States
the sole right to build and control this canal.
In 1900, Panama was not an independent country but was a
province of Colombia. The United States, therefore, had to
make an agreement with Colombia in order to acquire the land
area to construct a canal across Panama. The United States
agreed to pay $10,000,000 to Colombia as down payment and
promised to pay $250,000 annually for a Canal Zone of 10
kilometres. Initially, the Colombian government agreed, but,
there was a change of government and the new government
took the position that the previous agreement was inadequate
and demanded a higher sum. The United States realised that
the Colombian government was being uncooperative and
encouraged the Province of Panama to rebel against its
Colombian government and seek its independence.
In 1903, Panama rebels declared their independence and
President Theodore Teddy Roosevelt sent American troops to

Panama to prevent the Colombian forces from crushing the

revolt and, as such, Panama became an independent country.
The United States hastily signed an agreement with the new
Panamanian government in December 1903 that granted the
Americans the control of the Canal Zone in perpetuity for an
annual rent.
In 1904, the construction of the Panama Canal began under
Colonel George Goethals, an army engineer, and was
completed by August 1914. The completion of the canal gave
the United States an additional stake in the region and she felt
it necessary to build a fort, or a military base to protect it.
Additionally, she purchased a number of Danish West Indian
colonies for $25 million in 1917. These islands included St
John, St Croix and St Thomas. The United States acquired
these territories to construct military bases in order to protect
the gateway to the Panama Canal.
The role that the United States played in the acquisition and
construction of the Panama Canal has led many to refer to it as
the American Ditch. In fact, Theodore Roosevelt once boasted
that I took Panama. However, the American government under
President Woodrow Wilson, after Roosevelts death, apologised
to Colombia for the manner in which Panama was taken from it
and Colombia was paid $25,000,000 in compensation.

The
entrepreneur
YVONNE HARVEY
Contributor

T IS so good to be with you all again. This week, we will start a new section of the
syllabus, section three, Establishing a Business. This involves the concepts of
entrepreneur and entrepreneurship. Also, we will consider the role of the
entrepreneur and the characteristics of the typical entrepreneur.

The entrepreneur is a human factor of production whose main functions are to

organise the other factors of production and bear risks.
The entrepreneur consciously moves resources from an area of lower productivity
and lower yield to an area of higher productivity and higher yields.
The entrepreneur may also be seen as one who creates a new business in the face
of risk and uncertainty for the purpose of achieving profits by identifying
opportunities and assembling the necessary resources to capitalise on them.
Entrepreneurship is the process or the act of organising resources and acceptance
of risk and uncertainty for the purpose of capitalising on opportunities with the aim of
achieving profit.

REVISION ACTIVITY
1. In which year was the famous Monroe Doctrine issued?
a) 1822
b) 1823
c) 1832
d) 1833
2. The policy outlined in the Monroe Doctrine was in
response to:
a) An invasion of the New World by the Holy Alliance
b) Britains quest to safeguard her interest in the New World
c) Roman Catholicism versus Protestantism
d) Spains quest to regain her South American colonies
3. The immediate cause of the Spanish-American War of
1898 was the:
a) Blowing up of the United States ship Maine
b) Decline in trade between Cuba and the United States
c) Denial of basic human rights to the Cubans
d) Threat to the United States investment in Cuba
4. In 1902, it was agreed that the United States could
intervene in Cuba for the preservation of independence, and
for the protection of life, property and individual liberty. The
document which gave these concessions to the United
States was the:
a) Declaration of Independence
b) Monroe Doctrine
c) Platt Amendment
d) Roosevelt Corollary
5. I took Panama. This statement was allegedly made by:
a) Franklin D. Roosevelt
b) Theodore Roosevelt
c) William Taft
d) Woodrow Wilson
1) B

2) D

3) A

4) C

5) B

Debbion Hyman teaches at St Hughs High School. Send questions and

comments to kerry-ann.hepburn@gleanerjm.com

THE ROLE OF THE ENTREPRENEUR

1. In Conceptualising. The entrepreneur must formulate ideas regarding the type of
business and the type of product that can be put on the market. He must also think of
the size of the production in order to make a profit.
2. In Planning. This means that the entrepreneur will consider the future and what
is to be done in the future with regard to what has been conceptualised. The
entrepreneur will make short- as well as long-term plans. Overall policies and
organisational structure will have to be worked out. Planning also includes outlining
the duties of managers and setting targets to be met, for example, production and
sales targets.
3. Accessing Funds. This means that the entrepreneur is responsible for raising
funds or finance before production begins and whenever the business needs
additional capital for expansion. This does not mean that the funds must come from
the entrepreneurs own pocket. Apart from savings, the entrepreneur can use other
sources of finance including:

borrowing from friends and relatives

attracting foreign investors

partners

financial institutions
4. Organising. This involves bringing together the other factors of production in
order to ensure efficiency, maximum output and maximum profits.
5. Operating. Once the entrepreneur has chosen the right form of ownership, has
made short- and long-term plans and has organised resources including time and
money, he may begin to operate or run the business. Operating the business will
involve the functional areas of production, marketing, finance and personnel.
Operation of the business results in the production and sale of a good or service with
the view to making a profit.
6. Evaluating the performance of a business. One of the functions of managers is
evaluating. This is done at the end of the production process to see if the entire
process has been successful and to see if the goals of the organisation have been
met. Problems and failures are reviewed and suggestions made and put in place to
avoid these in the future.

YOUTHLINK MAGAZINE | MARCH 22-28, 2011

PLEASE SEE ENTREPRENEUR, PAGE 22

21

ENTREPRENEUR
CONTINUED FROM PAGE 21
7. The bearing of risks. A risk is a chance. There are two types of risks - insurable and non-insurable
risks. It is the responsibility of the entrepreneur to take out policies against those risks which can be
insured, for example, threat of theft, fire, flooding and so on. Those risks which cannot be insured against
must be borne on the shoulders of the entrepreneur. Such risks are referred to as uncertainties, for example,
a sudden change in the demand for the product. Entrepreneurs must be willing to take risks or chances in
order to make profits.
8. The reaping of profits or the bearing of losses of the business. The entrepreneurs reward for

organising the factors of production and bearing risks is profit. To gain profit, the entrepreneur must sell the
good or service for more than it costs him to produce, that is, average revenue must be greater than average
cost. If he sells for less than it costs him to produce, he will make losses and, in the long run, he will leave
the industry and go into one where he can at least make normal profit.
In some forms of operations by entrepreneurs, profits and losses are shared, for example, partnerships.
In other forms, for example, the sole trader, profits and losses belong to the owner of the business.
Your task for this week is to do some research on what should be the characteristics of the typical
entrepreneur. Write a few sentences on each characteristic.
Take care until next week.
Yvonne Harvey teaches at Glenmuir High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

yl:chemistry

The mole concept & solutions

FRANCINE TAYLOR-CAMPBELL

22

Contributor

MAIN POINTS

Concentration is expressed as the amount of solute in a
given volume of solution

Concentration is expressed in units of moles of solute in
1dm3 of solution (mol/dm3)

Mass concentration is the mass of the solute in 1dm3 of
solution (g/dm3)
A standard solution is a solution, the concentration of which
in mol/dm3 is known or can be calculated.
For example, calculate the mass of sodium carbonate needed
to make up 500cm3 of a 0.20M solution.
M (molarity) is the number of moles in 1dm3, that is mol/dm3.
Thus, 0.2M = 0.2 mol in 1000cm3 (1dm3)
X mol == 500cm3
X = (500x0.2)/1000 = 0.1 mol
Mr of Na2CO3 = 106g, thus, the mass of 0.1 mol = 106x0.1 = 10.6g
10.6g of Na2CO3 dissolved in 500cm3 has a concentration of 0.2M

ALTERNATIVE METHOD
What mass of NaOH is needed to make up 250cm3 of a 2M
solution?
2M = 2 mol in 1000cm3 (1dm3)
Mr of NaOH = 40g then 2 mol == 80g
80g = 1000cm3
Xg = 250cm3
X = (250*80)/1000 = 20g of NaOH

CONCENTRATION CALCULATION
As stated earlier, concentration can be expressed in mol/dm3
and g/dm3.
For example, what is the concentration of 20cm3 of sulphuric
acid containing 0.25 mol H2SO4?
0.25 mol == 250 cm3
x mol == 1000cm3 (1dm3)
x = (0.25x1000)/250 = 1 mol concentration = 1 mol/dm3
Calculate the concentration in g/dm3 of the same solution?
Since, 0.25 mol H2SO4 is present in 250cm3
Mr of H2SO4 = 98g mass of 0.25 mol = 98x0.25 = 24.5g
Thus, 24.5g === 250cm3
X g ==== 1000cm3
X = (1000x24.5)/250 = 98g concentration = 98g/dm3

Do divas (from left) Shanika Bingham, Krystal Owens, Lishawn Mighty, Callette Daley, Danielle Brown and
Chanice Green make Youthlink look fashionable, or is it the other way around?

Q1. Find the concentration in g/dm3 and mol/dm3 of the

following solutions.
(i) 30 cm3 of a nitric acid solution containing 0.10mol HNO3
(ii) 200cm3 of a sodium hydroxide solution containing 40g of
NaOH
(iii) 40cm3 of an ammonium nitrate solution containing 16g of
NH4NO3
(iv) 350 cm3 of a sulphuric acid solution containing 0.185 mol
H2SO4.
The real test of this topic comes in its application to titration
problems. Consider the following: 24 cm3 of H2SO4 of
concentration 5.20g/dm3 was titrated against NaOH solution and
required 25 cm3 of NaOH for complete neutralisation. Calculate
the concentration of the NaOH solution.

ALTERNATIVE METHOD
Since the concentration = 1 mol/dm3 ,
concentration in g/dm3 = 1 mol/dm3 x Mr = 1 mol/dm3 x 98
g/mol = 98g/dm3

First, a balanced equation is needed to determine the mole

ratio in which the reactants combine
2NaOH (aq) + H2SO4(aq) = Na2SO4(aq) + 2H2O(l)

YOUTHLINK MAGAZINE | MARCH 22-28, 2011

2 mol of NaOH react with 1 mol of H2SO4. Ratio is 2:1

Concentration of H2SO4 in mol/dm3 = (5.20g/dm3)/98g/mol =
0.053mol/dm3
Next, calculate the number of moles of H2SO4 in 24cm3
0.053mol H2SO4 == 1000cm3 (1dm3)
x mol == 24cm3
x == (24x0.053)/1000 = 0.00127 mol
Since NaOH reacts with H2SO4 in the ratio 2:1,
then, the number of moles of NaOH that would have reacted =
0.00127 x 2= 0.00254mol
0.00254 mol NaOH is present in 25cm3
x mol === 1000cm3
x = (1000x0.00254)/25 = 0.102 mol
Concentration = 0.102 mol/dm3
Concentration in g/dm3 = 0.102 mol/dm3 x Mr = 0.102 x 40 =
4.07g/dm3
Francine Taylor-Campbell teaches at Jamaica College. Send questions and
comments to kerry-ann.hepburn@gleanerjm.com