Ans CSE wer this C Rand past pa question p of th le Publis er bookl and win e f h e Stan student ers. Wh ts from ree ding I a featu an t is t answ O r h ers t ut sectio ed in las e name o yl. jama n? Send t week’s ica@ y live.c our om
From left: Christopher Williams, president of the Jamaica College Old Boys’ Association; Bridgette Rhoden (third left) programme officer, NCB Foundation; R. Danny Williams (centre) chairman of the Jamaica College Old Boys’ Association; Joseph Montaque, senior marketing officer, NCB Jamaica Limited; and Ruel Reid (right), principal of Jamaica College, share in the occasion as students of Jamaica College accept a donation of $250,000 from the NCB Foundation.The donation will be used to support the school’s welfare programme which offers assistance to over 400 needy students. YOUTHLINK MAGAZINE | APRIL 3-9, 2012
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Establishing good customer-firm relationships yl:principles of business
YVONNE HARVEY Contributor
ELLO TO you all. As you may remember, last week’s lesson ended with a task that I had set for you to list the ways of establishing a good customer-firm relationship. Below are some pointers on the topic.
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m Some firms are able to offer scholarships to a limited number of persons. Such recipients and the wider community will be attracted to the firm and will be inclined to do business with the firm. m If firms keep up with growing trends and
implement them in their production of goods and services, then customers will purchase from them as they will be convinced that they are getting the most up-to-date goods and services. m Firms should also ensure that the business
GUIDELINES
Now, what can the customer do to keep this relationship alive? Customers need to meet the firm halfway. To do this they should: m Allow enough time for requests and orders to be filled so that the firm does not have to feel pressured into meeting demands.
FIRMS CAN UNDERTAKE THE FOLLOWING:
m Make orders and requests as clear and concise as possible.
m Sell goods and services that customers want. These goods and services should also be of a high quality so that customers do not have to complain. Also, they should be at a reasonable price.
m Obey company rules and regulations. m Keep shelves and other areas where goods are displayed neat and tidy so that sales personnel do not become disgruntled because they have to keep tidying up the area.
m If there is cause for complaint, the firm should address these complaints quickly and in a way that the customers benefit, so that they are satisfied.
m Keep complaints to the necessary few so that it does not appear as if you are just being ‘miserable and annoying’.
m When customers feel that they are special to the firm, they will support the firm in purchasing from them. To make the customer feel special, the firm can have customer-appreciation days and give out tokens at various times of the year.
m Respond well to the positive efforts of the firm’s personnel. This indicates that you want to have an amicable relationship with them and you are willing to do your part.
m Firms can also support events in the community such as sports days and clean -up campaigns.
Now you know what to expect of firms and what you can do to enhance your relationship with firms. Next week we will look at terms of sale. Assuming that you wish to purchase goods or services from firms, what methods or terms can be used in purchasing them? Do some research and make notes on the methods open to you.
m When customers are at the place of business, sales representatives need to be polite and helpful. This will help customers to feel needed and valued. m Those representatives of the businesses who deal with customers on the phone need to be courteous and inviting. This will also encourage persons to visit the business place and purchase.
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m Firms should also endeavour to meet the individual needs of their customers without, of course, breaking any of the business laws and regulations. m Firms should have suggestion boxes so that customers can indicate where they think improvements can be made.
Businesses need customers if they hope to achieve their aim of maximizing profits. One thing that can help is if the firm has a good relationship with the customers. This good relationship will encourage the customers to purchase goods and services from the firm. Thus, it can be considered as a method of promoting sales. It can have the effect of other methods such as advertising and sales promotions. So, what can be done to establish this relationship?
m From time to time, it is good for firms to run contests and competitions and to offer prizes for these.
place is physically customer-friendly and safeclean, neat, bright and have enough space for the customers to move around, etc.
Bye until next week.
First-place winner of ‘Man A Man Competition’ from left:Tyane Robinson, Danar Royal and Akeem Mignott. YOUTHLINK MAGAZINE | APRIL 3-9, 2012
Yvonne Harvey teaches at Glenmuir High School.Send questions and comments to kerry-ann.hepburn@gleanerjm.com
ENGLISH
yl:language
yl:literature
Summary writing ‘Mom Luby and the Social Worker’ H NATASHA THOMAS-FRANCIS
Contributor
ELLO ALL. I hope that your examination preparation is going well. This week I want to discuss summary writing with you, the skills for which 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 (http://cxc.org). They include: m Persistent wholesale or partial lifting of the original passage. m 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. m Very little use of connectives. m Exceeding the word limit. Factual writing requires the development of specific language and comprehension skills. More than other types of writing, it involves: m The ability to focus on accuracy m Summary skills m Clarity of expression m The use of connecting words and phrases m The ability to develop ideas on a given topic Included in the syllabus is the following advice: Summaries require economy of language, the careful selection of the relevant main ideas and the preservation of the intention of the original. However, as I previously highlighted, 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 in a to-the-point manner. 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. 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.
Clear Your reader must be able to gather the meaning of the original passage easily and accurately. Concise Because there is a word limit (which must be adhered to), every word must be used carefully. Develop the skill to use language economically. You must practise your ability to contract clauses into phrases and phrases into single words.
Here are some key terms for you to understand: Main idea 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. Supporting details These are the points/examples the writer uses to support the main idea. Writer’s intention This is the writer’s 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.
BERYL CLARKE
Contributor
T HAS been some time since we considered one of our short stories so this week we will examine the very brief Mom Luby and the Social Worker by Kristin Hunter. I hope that you found or will find it as thoroughly enjoyable as I do.
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The story is set in the United States in the 1920s, a period when it was illegal to sell, make or transport alcohol. Times were hard yet Mom Luby’s character shines brightly in her adoption and care of our storyteller, Elijah, and his sister Puddin’. What a wonderful example of womanhood has been created by Kristin Hunter. Are you wondering how I could say this about someone who operated a speakeasy (an illegal liquor store), allowed her children to ‘help’ in her business and lied about the children to get them on Welfare? Before we go on, let me ask you a question. Do you understand what happens in this story? 1. We meet Elijah and Puddin’ whose correct name is Arlethia.
STEPS
2. They live with their grandmother, Mom Luby, and have been doing so for three years since the death of their mother.
1. Read the passage at least twice – This will give you the opportunity to identify its general topic as well as the writer’s intention.
3. Their grandmother wishes to get them on the Welfare programme.
2. 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. 3. Decide on the important general information that supports the main idea and eliminate unimportant details, examples and illustrations. 4. Combine the main ideas, omitting any repetition of ideas and expressions. 5. Ensure that you use your own words as far as possible. Review the steps listed above. In next week’s lesson, we will begin to apply the skills of summary writing. Do have a blessed week! Natasha Thomas-Francis teaches at Glenmuir High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
4. She is, in her grandson’s opinion, very old but also very strong. 5. She runs an illicit liquor shop at a time when selling alcohol is banned. 6. Mom Luby wants to get certain things for her grandchildren so she goes to the Department of Child Welfare to get the children on the programme. 7. They are visited by a Welfare officer, Miss Rushmore. She, like this family, is black or, as is currently termed, African-American. 8. Miss Rushmore has come to check on the information given by Mom Luby on her visit to the office as well as to see if she is a fit ‘mother’. 9. At the end of her visit she is tired, in fact she is overwhelmed at the strength this grandmother has and her involvement in and contribution to her community.
YOUTHLINK MAGAZINE | APRIL 3-9, 2012
Mom Luby is very much like many Jamaican grandmothers of the past; and there are still some like her around today. She has more love than financial resources but this lack does not stop her from being willing to help others. She is a midwife, healer and preacher. It must be noted, too, that she owns the building in which they live and this suggests that she is not penniless and would probably have been better able to support Puddin’ and Elijah if those who owe her money would pay up. She is welcoming and considerate. These traits appear when she invites the lady from the Welfare to take off her shoes and offers her some of the meal of salt pork and lima beans. She is not a push-over. Notice the following exchange between them. ‘Why,’ she says, ‘you’ve got a man in there.’ ‘Sure do sound like it, don’t it?’ Mom says. ‘Sure do. You got one too, honey?’ ‘That’s my business,’ says the lady. ‘I was just trying to be sociable,’ says Mom pleasantly. ‘You sure do seem interested in mine.’ Of course, Miss Rushmore is just doing her job and this, along with the information she gives afterwards, brings us to the realisation that getting the needed assistance from the State is not an easy undertaking. Just check the number of forms to be filled out and the rooms to be visited and remember that we do not get all the directions for Mom stops her with the remark and the children would have outgrown the clothes by the time they receive them, and you will understand that getting Welfare help was a frustrating experience. Could this be one of the messages of this story? I want you to consider possible reasons for making it difficult for the poor to get on a system that was designed for their help. Here are some other questions I want you to answer. 1. Is there any possible significance to linking Mom Luby with Santa Claus? 2. ‘If it be the police, tell them I’ll see them Saturday’. Why do you think she expects the police and is not worried by their visit? 3. Why do you think that Miss Rushmore looks lost after she returns to the house with Mom Luby? 4. There are differences between Mom and Miss Rushmore. Identify them. 5. This is a very amusing story. How is the humour created? You have the right to an education. Please use this right wisely. Have a wonderful week, and God bless! Beryl Clarke is an independent contributor. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
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Can you handle it?
yl:social studies
MAUREEN CAMPBELL Contributor
WHAT IS YOUR CAREER CHOICE? MAKING THE right career choice is one of the most crucial decisions of your life. There is no particular age or time to choose your career. As soon as you are able to understand and realise your responsibilities and ambitions in life, it becomes imperative to set out in the right direction. There are hundreds of career choices from which to choose, but you must be clear about your likes and dislikes, and strengths and weaknesses. Make sure you know what is important to you in doing a job. Before you can make a career choice you have to learn about yourself. Your goals, values, interests and skills, in combination with certain traits, will make some careers especially suitable for you and some particularly inappropriate. Consider these questions before you make your decisions: m Do you have a preference for people interaction? m Do you prefer working alone or in teams? m Do you manage, organise and delegate well or do you prefer to work ‘hands on’? m Do you need to be creative in your work? m Do you prefer a structured environment? m What type of lifestyle do you want to live? m Will you be willing to work day and night shifts? m Do you enjoy travelling? m Will family responsibility allow you to work at odd hours? m Do you want a desk job? The career you choose will affect your life path more than almost any other decision you’ll make in life. Remember that people change career fields in their lives as their goals and priorities change, so keep an open mind to many possibilities, even some you may not have previously considered. Do not choose a career only because your parents think you should choose a particular option; you are the one who will be stuck with this choice long after your parents are gone. Your career should be based on your talents and dreams. After you have identified what you want to do, talk to people who are already in the profession, find out what they enjoy about the job and learn about the educational qualification and the skills required.
SELF-EMPLOYMENT
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Self-employment is a situation in which an individual works for him/herself instead of working for an employer who pays a salary or a wage.
ADVANTAGES OF SELF-EMPLOYMENT
m It fosters independence, control and freedom from routine as the individuals you work for are your clients, not your employers. You are your own boss so you will be able to decide when, where and how to work to get the job done. m Your business may become very profitable but you will be at the forefront making sure that it does. m If you’re working for yourself, it is believed that you’ll be doing work that you enjoy. m Being your own boss means that you’ll be in control of all of the decisions affecting your working life. As you perform a variety of tasks related to your work, you’ll learn new skills and broaden your abilities. m You’ll even have the flexibility to decide
your own hours of operation, working conditions and business location.
solely responsible for doing all the paperwork and paying your taxes on time.
m If all goes well and you’re making money, chances are you can make more than you will working for someone else. Also, since you’re working for yourself, you may not have to share the proceeds with anyone else.
m If you are someone who likes a nine-to-five routine and collecting a regular paycheque, you may find yourself in trouble. When you’re selfemployed, you must be willing to make sacrifices for the sake of the job. You’re going to work long hours, which means that you won’t have as much time as you used to for family or leisure activities. Most of all, if the cash flow becomes a trickle, you’re going to be the last one to get paid.
DISADVANTAGES OF SELF-EMPLOYMENT
m It will become your responsibility to make sure you always have work to do. This means that if you are without work, you will, therefore, be without an income.
m You won’t have any employer benefit package. This means that it’s going to be hard for you to go on vacation, take a day off or even stay home sick without losing income. You will also have to pay for your own vacation time, fund you own retirement plans and buy your own dental, disability and life insurance. m As a self-employed person, you will be
m Being self-employed is all about managing relationships with your customers, suppliers, employees, probably with your banker, lawyer and accountant, and certainly with your family, too. m As said earlier, being self-employed means that you’re your own boss. There may be days when you’ll have to make yourself sit at your desk instead of going for a long lunch, or place those business calls instead of reading the newspaper. m Depending on your line of work, you may be involved in handling marketing and sales duties, financial planning and accounting responsibilities, administrative and personnel management chores; you certainly will be wearing many hats. m Self-employment involves taking on a substantial financial risks. You can choose your clients or customers but you can’t control their expectations or actions. If you don’t come through for them, or if you do something that offends them, you might not get paid for your work. To become self-employed you must be able to work long and hard, tolerate risk and stress, cope well with potential disaster and failure, and work well alone as well as with others. If you can manage all this, then you may become successfully self-employed. If not, I encourage you to make plans for other jobs.
ACTIVITY 1. Suggest three reasons it is necessary for individuals to choose their career after much thought and reflection. 2. Self-employment is a financial risk; discuss.
Students get information on health coverage and life insurance from a representative of Sagicor. The health fair was held under the theme: ‘Creating Healthy Minds, Bodies And Spirits In Pursuit Of Excellence’. It was held on the school grounds on Friday, March 16. This event is one of the year long activities which will culminate in the school’s celebration of its 65th anniversary in 2013. YOUTHLINK MAGAZINE | APRIL 3-9, 2012
Maureen Campbell teaches at St Hugh’s High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
DEBBION HYMAN Contributor
OBJECTIVES BY THE end of the lesson you should be able to: Describe the economic and socio-political factors which created the protests of the 1930s in the Caribbean. The problems plaguing the British Caribbean in the 1930s could be traced to the poor social and economic conditions, as well as little political involvement by the emerging coloured middle class and the black masses.
SOCIO-ECONOMIC FACTORS
o The economy in the 1920s and 1930s was affected by several ‘shocks’. Staple products such as sugar had an unfavourable world market and this was further aggravated by the Great Depression of 1929-1932 in the United States. Prices were low and this was reflected in the economic conditions of those who planted cash crops. Many of these people abandoned their farms and resorted to the towns where they added to the number of people who were unemployed. o Small farmers were plagued by poor agricultural methods and high production costs. Peasant farmers also found that they did not have the resources to cope with the numerous tropical plant diseases or with unfavourable weather conditions. o Access to proper health-care facilities and ‘proper’ education institutions was limited. Most individuals received an education up to the elementary level but, even then, the curriculum did not cater to Caribbean students. Additionally, teachers were few and ill-trained, classes were
Popular protests in the 1930s
overcrowded and accommodation was inadequate. A small percentage of students passed on to secondary schools, which also had their share of weaknesses and inadequacies. o Many British Caribbean colonies were plagued by poor sanitation and there was the prevalence of diseases such as hookworm, yaws, malaria and venereal diseases.
o The masses lived primarily in homes that were dilapidated and constituted a health hazard. o People aspired for a higher standard of living. This was inspired through contact with whites or through overseas services during the First World War. Other West Indians who worked in Cuba, the
Dominican Republic and Panama wanted higher wages earned when they returned home.
o Estate labour was the major economic activity for persons living in the rural areas. The salary in the 1930s was also low. In Barbados, wages averaged 2/3 a day, in Jamaica to 2/6 to 3/- a day, in St Kitts 10d a day and in Trinidad 5/- to 12/6 a week. Added to this the hours of work were long, the methods of discipline were harsh and seasonal unemployment and underemployment was common. o The high Caribbean birth rate aggravated the problems of overpopulation and of unemployment and underemployment. The situation was worsened because emigration opportunities were removed. After 1918, the United States and Central American
yl:history countries closed their doors to Caribbean people seeking employment there.
POLITICAL FACTORS
o The period of the 1920s and 1930s witnessed a rise in Caribbean nationalism with an emphasis on black consciousness. The National Association for the Advancement of Coloured People was partly responsible for this emerging nationalism and consciousness. Of particular importance also were the ideas and activities of Marcus Garvey, who had lived in the United States. He was the founder of the Universal Negro Improvement Association which advocated for social reform of blacks, pride of race and of African past and the rejection of white values. There was also the philosophy of ‘negritude’ which exalted the dignity and vitality of black people. These movements increased West Indian resentment against their unjust social condition. o Crown Colony government was plagued by several weaknesses as it proved inefficient and incapable of devising measures for economic development and improving social services in the colonies. o New Caribbean leaders appeared and organised people’s protests. Many of these leaders were educated in metropolitan countries and could ‘pull’ upon the methods developed by world labour movement. They could count on the support of British unions, the International Labour Organisation and world opinion.
Debbion Hyman teaches at St Hugh’s High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
Maldon High School represented themselves well at The Gleaner’s CSEC Examination Techniques Seminar in Montego Bay.
YOUTHLINK MAGAZINE | APRIL 3-9, 2012
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Recruitment & orientation
yl:office administration
HYACINTH TUGMAN Contributor
NCE YOU have given some thought to your immediate and long-term career goals you will be ready to begin your job search. In searching for a job you will need to:
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m Locate a prospective employer m Prepare a résumé and cover letter and send them to the prospective employer m Complete a job application form m Obtain an interview m Follow up on the interview There are many places where you can search for a job: the newspaper, employment agency, electronic media, personal contact, trade journals, magazines and company’s newsletters. Many organisations utilise employment agencies to assist in the recruitment of staff. However, the person who wishes an agency to find him/her employment must first register with that agency and accept the terms and conditions laid down by the agency.
KNOWLEDGE AND SKILL REQUIREMENTS
This section specifies the minimum education level and/or training required for the job.
ACCOUNTABILITY This section identifies who the employee’s supervisor will be. It may also describe any equipment, expenditures or other operations for which the employee will be held responsible in the course of performing job tasks.
APPLYING FOR A POSITION Once you have located a prospective employer, your next step is to prepare a cover letter and a résumé. A cover letter is your chance to sell yourself to the employer. It should convince the employer to call you for an interview. A cover letter should not be more than three or four short paragraphs telling the employer when and where you heard about the position and explaining why you feel your education and background qualify you for the job. Some companies may ask you to fill out an application form as well as submit a résumé?.
COMPILING INFORMATION PERTAINING TO A VACANCY It is essential that an applicant gather as much information regarding an advertised post as possible. In large organisation details regarding a vacant position can usually be obtained from the Human Resources Department. In a small organisation, however, this type of information may be obtained from the person with whom the recruit is to work. In addition, factors relating to training and qualification, salary, fringe benefits, career advancement and the image of the firm must be taken into consideration when seeking employment.
A résumé is a written summary of your qualifications that you prepare when looking for a particular position. A résumé should have sections of information in the following order m Your name, address, telephone and email address m Other personal information like date of birth m Objectives m Educational background m Employment history m Hobbies, interests, activities and special abilities m Reference
JOB DESCRIPTION A person who has been recruited to do a job must be sure that the duties and responsibilities of the position are understood. Many organisations give their employees job description. A job description explains the nature of the job, duties and responsibilities.
Your résumé should be clearly written and well organised. Make certain that your spelling, grammar and punctuation are perfect. Try to keep your résumé to one page.
There are three main parts of any job description.
From the information you have read, prepare a résumé as you may need one for this summer. Continue to work hard and never give up. I will continue this lesson next week.
THE DESCRIPTION ITSELF
This section includes a summary of the overall functions of the position and a detailed list of the specific tasks and responsibilities of the job. 16
Willard Brown, vice-president of the Actuarial, Risk Management of Sagicor Life Jamaica, congratulates Adam Campbell, third-form student at Wolmer’s Boys’ School, for his quick mathematical skills at the school’s Career Day, Friday, March 23.
YOUTHLINK MAGAZINE | APRIL 3-9, 2012
Hyacinth Tugman teaches at Glenmuir High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
Drainage patterns
yl:geography
MARJORIE HENRY Contributor
N THE last lesson, I started to share with you on a topic related to rivers, namely, the water cycle. This week, as promised, I will go on to drainage patterns, another related topic. The drainage pattern of a river is how streams are arranged on the landscape. Depending on the structure of the rocks in the drainage basin, distinctive patterns are often readily discernible in the drainage features of an area. The specific objective in the syllabus states that students should be able to:
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DESCRIBE TRELLIS, RADIAL AND DENDRITIC DRAINAGE PATTERNS
(Source: Certificate Physical and Human Geography by Goh Cheng Leong) Streams flowing outwards and downhill from a common central point, for example, a dome or volcanic cone, give rise to a radial drainage pattern just like the spokes of a bicycle wheel. This pattern is very common in volcanic islands.
All rivers are joined by smaller rivers or streams which are called tributaries. If the rocks are composed of homogeneous beds of uniform resistance to erosion, the tributaries will join the main valley obliquely as insequent streams. The drainage pattern so evolved will be tree-like in appearance (or like the veins of a leaf) and is, therefore, described as dendritic drainage. The dendritic pattern is one of the most common patterns. Many Caribbean rivers show this pattern. Please note the spelling of dendritic.
(Source: General Geography in Diagrams by R.B. Bunnett) Please note that when describing drainage patterns you are required to include in that description the nature of the rock on which the pattern develops. This is sometimes omitted. To help you revise the topic, may I suggest that you develop a table and write in it information on each drainage pattern. Have three columns and three rows; the columns could be labelled PATTERN, DESCRIPTION and ROCK TYPE. (Source: Certificate Physical and Human Geography by Goh Cheng Leong) A trellis drainage pattern resembles a rectangular grid. It develops in a region which is made up of alternate bands of hard and soft rocks which all dip in the same direction and which lie at right angles to the general slope, down which the principal river flows. The principal river which flows down the slope is called a consequent river. The tributaries mainly form in the soft rock and join the main river more or less at right angles. They are known as subsequent streams.
REFERENCES: General Geography in Diagrams by R.B. Bunnett Certificate Physical and Human Geography by Goh Cheng Leong Geography for CSEC by Jeanette Ottley et al Geography for CSEC by Nelson Thornes Marjorie Henry is an independent contributor. Send questions and comments to kerry-ann.hepbrun@gleanerjm.com
YOUTHLINK MAGAZINE | APRIL 3-9, 2012
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Respiration
MONACIA WILLIAMS Contributor
OW ARE you all? Have you been having a good week? I hope really so. Exams are drawing nigh but if you have been working all along you have nothing to fear! This week we will conclude our study of respiration by looking at: 1. The effects of cigarette smoking 2. An experiment to show that carbon dioxide is produced when yeast respires anaerobically.
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THE EFFECTS OF CIGARETTE SMOKING The smoking of cigarettes is not something that should be taken lightly. This particular activity holds fascination for young people because it has a certain seductive appeal which they crave. However, there are certain facts which must be borne in mind by the potential smoker. These are: m Smoking causes lung cancer m Smoking promotes heart disease m Smoking causes diseases of the breathing system such as asthma, bronchitis and emphysema Cigarette smoke contains: m Nicotine m Tar m Carbon monoxide Each of these carries its own risk, so we will need to look at each in turn.
NICOTINE This is the addictive part of the cigarette. It is what makes a person want to keep on smoking despite the fact that he/she knows it is not good. What does nicotine do? It: m Reduces airflow into and out of the lungs. m Paralyses cilia. Cilia are ‘hair like’ structures which, by their movements, sweep dust and bacteria from the nasal passages. This means
that when mucus containing the dirt particles and bacteria accumulate in the airways causing chronic bronchitis, coughing results and this may cause damage to the walls of the alveoli, especially if the coughing is heavy. This can result in the individual developing emphysema. Have you ever seen persons on television sitting around with tanks from which hoses are attached to their nostrils? These are individuals who are suffering from emphysema and the tanks contain oxygen to ease breathing. m Raises blood pressure m Raises heart rate m Increases the risk of osteoporosis
yl:biology instances, persons who live with and associate with smokers also develop cancers. These are the passive recipients of cigarette smoke.
EXPERIMENT TO SHOW THAT CARBON DIOXIDE IS PRODUCED WHEN YEAST RESPIRES ANAEROBICALLY Aim: To show that carbon dioxide is produced when yeast respires anaerobically. Apparatus: 4 test tubes, 4 rubber bungs, delivery tubes, dropping pipette, glass rod, oil, yeast, sugar solution, water, bicarbonate indicator solution. Method: m Some water was boiled. m A small amount of sugar was dissolved in the boiled water and then allowed to cool. m When the mixture was cool, yeast was added and the mixture was stirred. m Liquid paraffin was added by trickling it down the side of the test tube using the pipette. m The apparatus was set up as shown in the diagram. m Everything was then left in a warm place for 30 minutes. m An identical set of apparatus was set up using boiled yeast instead of fresh yeast. m All the changes to the bicarbonate solution were recorded.
TAR The name signifies what it is. What does it do? It: m Sticks to the cells in the lungs preventing the diffusion of gases m Promotes cancer m Damages lung tissue m Breaks down alveoli, hence reducing the respiratory surface and can, therefore, cause emphysema m Causes bronchitis
CARBON MONOXIDE This is a gas which is poisonous to the system and can cause death if it is inhaled. It: m Puts haemoglobin out of action by combining with it, preventing the oxygen from attaching to the haemoglobin and forming oxyhaemoglobin, hence less oxygen can be transported by the blood m Causes breathlessness m Causes expectant mothers who smoke to have babies with low birth weights Another fact to bear in mind is that 25 per cent of all smokers die from lung cancer and, in many
OBSERVATION Bubbles appeared in the test tube attached to the unboiled yeast and after 30 minutes the bicarbonate indicator changed from a colourless mixture to a milky-white suspension. There were no changes in the test tube attached to the unboiled yeast.
DISCUSSION
Anaerobic respiration is a type of respiration that releases energy from sugar without using oxygen. Yeast belongs to the plant kingdom and, hence, when it respires anaerobically it produces carbon dioxide and ethanol. Due to this it is used in the production of wines. The fact that the water was boiled before it was used meant that the air in the water would have been expelled. Air was prevented from reentering the test tube by the layer of oil that was placed on top of the yeast glucose mixture. Air cannot pass through oil. This ensured that the respiration that took place was anaerobic. The solution was cooled before it was used in order to prevent the enzymes in the yeast from being denatured by the high temperature of the hot solution. The bicarbonate solution was used because it changes in the presence of carbon dioxide, so if the yeast respires and produces carbon dioxide this would be readily seen. The solution in the test tube attached to the unboiled yeast became milky because the yeast respired and produced carbon dioxide which changed the nature and colour of the solution. The tube attached to the boiled yeast did not change because the boiling killed the yeast cells so they did not respire.
LIMITATIONS The results of the experiment could have been affected if all the air was not expelled from the water by boiling, and also if all the yeast cells were not killed by boiling.
CONCLUSION The change in the bicarbonate solution indicates that carbon dioxide had been produced and carbon dioxide production is one of the end products of anaerobic respiration.
SHEENA GAYLE PHOTO
English language teacher and lecturer Godfrey Stewart (right) give pointers to students who participated in The Gleaner’s Youthlink Caribbean Secondary Education Certificate Examination Techniques Seminar in Savanna-La-Mar,Westmoreland,Thursday, March 22.
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YOUTHLINK MAGAZINE | APRIL 3-9, 2012
Exam review
FRANCINE TAYLOR-CAMPBELL Contributor
N THESE lessons, we will use our knowledge to answer some examination type questions.
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Before we look at some questions, please note that: m Scoring maximum marks from the questions on the exam paper will depend on how well you follow the instructions asked. m If you are asked to explain your answer or to describe this means that it requires more information than just listing. m Also look at the marks assigned to each part of a question. More than likely the length of your answer to a 1 mark question should be significantly less than that required for a 5 marks question.
COMMENT
Rubidium is in group 1 of the periodic table, along with sodium, therefore it has one electron in its outer shell and will form the +1 ion (Rb+1) like sodium. To form the compounds, just consider the charges on the ions and bring them together so that the charges cancel. (ii) Based on the fact that rubidium will undergo similar reactions like sodium, we would expect the carbonate and hydroxide of rubidium to stable, that is not decomposed by heat, while rubidium nitrate will decompose to form rubidium nitrite and oxygen. 2RbNO3 (s) —— 2RbNO2 (s) + O2 (g) heat
Let us now examine a few questions.
(iii) Rubidium could be extracted from its ore by the method of electrolysis.
1.(a) List three physical properties of metals. (3 marks)
COMMENT
(b) Sodium and rubidium (Rb) are metals in Group 1 of the Periodic Table. Sodium is in Period Three and rubidium is in Period Five. (i) Write the molecular formula for the hydroxide, nitrate and carbonate of rubidium. (ii) How would you expect the compounds in (b) (i) above to react when heated? (iii) What method could be used to extract rubidium from its ore? Give one reason for your answer. (iv) A small piece of rubidium was placed in distilled water. State two observations that you would expect to make. A piece of red litmus, placed in water at the end of the experiment, changed to blue. Explain this observation. (10 marks)
ANSWERS 1. (a)Three physical properties of metals are conductors of heat and electricity and high melting and boiling points. (b) (i) Rubidium hydroxide - RbOH, Rubidium nitrate - RbNO3, Rubidium carbonate - Rb2CO3
yl:chemistry
Electrolysis is the method used to extract very reactive metals from their ores. Rubidium is more reactive than sodium, as it is below it in the group and will ionize and lose its electrons more readily. (iv) Rubidium will dissolve rapidly in the water in a vigorous or explosive reaction. Effervescence will also be seen. The litmus changed from red to blue as an alkaline solution was now formed (RbOH). Comment: Reactive metals react with water to form the hydroxide and to liberate hydrogen.
EXAM TIP To ensure that you are fully preparing for your exams, try practising past-paper questions under exam conditions, that is, try answering the questions in the normally set for the exams. In this way you get used to working fast and with a time Iimit. RICARDO MAKYN/STAFF PHOTOGRAPHER
Francine Taylor-Campbell teaches at Jamaica College. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
Chris-Ann Gordon of Holmwood Technical scoring a runaway victory in the Class Three Girls’ 400 metres final at Champs 100.
YOUTHLINK MAGAZINE | APRIL 3-9, 2012
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Multiplication of two matrices
yl:mathematics
CLEMENT RADCLIFFE Contributor
E BEGAN the review of matrices last week, concentrating on adding and subtracting them. You are asked to note the following: m In the addition of matrices, corresponding values are added. m In the subtraction of matrices, corresponding values are subtracted. m In the multiplication of matrix by a constant, the values of the matrix are multiplied by the constant.
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The matrix Ax x y refers to the Matrix A with order X xY; 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: m If multiplication is possible m The order of the product (matrix)
This forms the basis of matrix multiplication where you multiply row by column. This is repeated to other rows and columns in matrices. Now let us attempt the following together.
Clement Radcliffe is an independent contributor. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
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YOUTHLINK MAGAZINE | APRIL 3-9, 2012
Arrays
yl:information technology
NATALEE A. JOHNSON Contributor
OOD DAY, students. This is lesson 29 of our series of The Gleaner’s IT lessons. In this week’s lesson we will take a break from Pascal coding and look at arrays in the pseudo-code format. Next week we will look at how to write arrays in Pascal.
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ACCESSING THE ELEMENTS OF AN ARRAY The elements of an array can be accessed individually by specifying the name of the array, followed by the index or subscript, which identifies the position of the element in the sequence (as shown in the previous lesson: - Num[1]). Therefore, when manipulating arrays a special variable must be declared as the index of the array. A single letter (such as i, j , or k) is commonly used as array index, example Num[k]. Using the index, the array variables can be manipulated in the same way as ordinary variables. We can initialise, assign and read values into an array location and even display values stored in arrays.
INITIALISING ARRAYS USING THE ‘FOR LOOP’ Reading values into an array or assigning values are the two ways in which arrays can be initialised.
EXAMPLE 1 Declare an array list with 10 integers and initialise each value to 0. Use j as the index. j 1 For j 1 to 10 do list[j ] j j +1 Endfor The first time the loop is executed, J = 1 and list [1] would be assigned 0 and will continue to be executed until the 10th number is entered.
NOTE When manipulating arrays, a special variable must be declared for use as the index of the array. It is better to use short variable names such as single letters of the alphabet for the index or subscript.
READING VALUES INTO AN ARRAY USING A ‘FOR LOOP’ A ‘for loop’ is used if the number of values to be read is known. On the other hand, a ‘while loops’ is use if the values to be read are unknown.
EXAMPLE 2 Read 10 values into an array called VAL: use k as the index value. The input data is: 2,4,6,8,10,12,14,16,18,20.
If the size is not known, then a ‘for loop’ can be used with another subscript/counter (see example below).
EXAMPLE 3
Note:The subscript you introduce should be used throughout the for loop. We have come to the end of this lesson. 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 3-9, 2012
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Fixed assets accounts
yl:principles of accounts
ROXANNE WRIGHT Contributor
USINESSES BUY fixed assets for years of useful service to contribute to the revenue generation by the business. Fixed assets decrease in value as time, wear and tear and other factors occur. However, some fixed assets do appreciate in value even as time, wear and tear and other factors occur. Depreciation can be calculated accurately when the fixed assets is disposed of, as the difference between the cost and the amount received on disposal is calculated. Depreciation is an expense and must be charged to the profitand-loss account and it will reduce profit.
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QUESTION State two reasons why it is necessary to provide for depreciation of fixed assets in drawing up a business profit-and-loss account.
ANSWER It is necessary to provide for the depreciation of fixed assets to: - Provide for wear and tear of the assets in the business. - Better allocate costs against revenue; that is, to charge to revenue, the wear and tear of the assets in the year they were used to generate revenue.
WORKED EXAMPLE Question In the table below there are two items on each line to be completed. Using the straight line (equal installment) method of depreciation [>1], calculate and enter the missing amounts. The first one is completed as an example.
EXAMINATION PREPARATION TIP As you get closer to your examination, to assist with your preparation I encourage you to pay keen attention to the format of the examination and be mentally prepared to sit in quietness and answer the questions. There is Paper 01 with 60 multiple-choice questions which you are required to do in 90 minutes. This paper is set to test your knowledge, application and understanding of the subject. Therefore, as you revise and practise questions, also include multiple-choice questions. Remember that the questions are drawn from the entire syllabus. Keep focused as you count down to exam day. Visit with us again next week when our presentation will be on non-trading concern. See you then. Roxanne Wright teaches at Immaculate Academy. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
At the recent semi-finals held at the New Testament Church of God, 51 Eastwood Park Road, the Yummy team provided refreshments for the contestants and their teachers/coaches. Yummy Bakery has joined the list of sponsors of this year’s JCDC National Children’s Gospel Song Competition. This is the third year that Yummy is involved in the competition and will again provide cash awards, trophies and gift baskets.
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YOUTHLINK MAGAZINE | APRIL 3-9, 2012