UCC student Christol Wilson (3rd left) poses with KC sixth-formers at a presentation at the school’s Melbourne campus on Wednesday, February 29. Christol emerged as the female winner of the Jamaica Yellow Pages ‘Get Discovered’ feedback competition, and was also named female Brand Ambassador for the company. YOUTHLINK MAGAZINE | MARCH 20-26, 2012
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Marketing continued
yl:principles of business
YVONNE HARVEY Contributor
I, IT is so good for us to communicate once again as we move forward in our quest to cover the principles of business syllabus. As I mentioned last week, marketing is an extensive and very interesting area. This week we will look at certain aspects of marketing, beginning with the concept of copyright and ending with public relations. Enjoy reading as you learn.
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THE CONCEPT OF COPYRIGHT A copyright gives someone the exclusive right to reproduce and sell an item, for example, books and records. In other words, it allows one to maintain ownership and control over the product that he/she has created and registered. Consumers who purchase the product cannot reproduce it for commercial purposes without the permission of the producer. Some producers are given special permission or a PATENT to reproduce the product. This is so in the case of the franchisee who is given permission by the franchiser to operate under his/her name and reproduce his/her product in return for a fee or royalty.
METHODS OF PROMOTING SALE 1. ADVERTISING Advertising may be regarded as the art of putting the good and sometimes the bad points about a good or service across to large numbers of potential or existing customers.
(c) Competitive Aims at defending the value of the product against that of its competitors. The aim is to convince your potential customer that your product is better than others. (d) Cooperative/Collective Joint advertising by groups of companies or industries who pay jointly for the advertising. Tells the consumer to buy the product rather than a particular brand, for example cheese, milk, etc.
(e) Specialty Advertising in which very small but expensive objects or items are given away freely to persons, for example T-shirts, pens, key rings, knives, etc. These items usually have the names or initials of companies or firms on them. (f) Reminder Important when a product is mature, meaning it has been on the market for a long time or there are several similar brands on the market, for example soft drinks.
SALES PROMOTIONS This refers to special buying incentives for a particular length of time. It usually supplements advertising and may itself be viewed as a form of advertising. There are two basic types: dealer promotions and consumer promotions. We are concerned with consumer promotions. m Temporary price reductions: $25 off, etc.
Businesses care about what the public thinks of them. Therefore, they will use a variety of ways to try to influence the public to have a high regard for the business and its employees. The process of getting the public to have a good impression of a business is called public relations or goodwill. Public relations has to do with relating the company’s activities to the general public in order to create a good image in their eyes.
DIRECT
Donating to charities, giving away free samples and gifts, prizegiving competitions, using famous personalities to endorse the company’s goods, inviting prospective customers and old customers as guests to dinner parties and luncheons, giving special awards and sponsoring community activities.
m it is an aid to trade – increased market share comes from stimulated demand. m it is a means of competition against other sellers of similar goods and services. m it brings buyers and sellers into close contact. m it informs – announcing new products and telling potential consumers about them. m it helps to build a firm’s image around its products. m it highlights unique feature(s) of products and convinces them to buy.
INDIRECT This is through the way in which employees talk to potential customers on the phone or at the shop counter; the way in which enquiries or complaints are dealt with; the way in which after-sales services are dealt with, etc. Courtesy and willingness to help is very important in the indirect methods of public relations. Most firms have a combination of direct and indirect PR.
FORMS OF ADVERTISING (a) Informative Concerned with notifying the general public about the existence of certain goods and services. Normally used as new products are put on the market.
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PUBLIC RELATIONS (PR)
There are two main methods of public relations:
ADVERTISING HAS MANY FUNCTIONS:
(b) Persuasive Most are of this type. Slogans, pictures and jingles are used to convince or coerce consumers to buy the product. Appeals are used, for example sex appeal to advertise cars, soaps, colognes, alcohol, cigarettes, etc.
m Buy one get one free. m Giving out coupons. These are found in newspapers and magazines and are redeemed at the counter either for cash or discounts from the total bill to be paid. m Trading stamps. Given freely to purchasers buying a certain amount of money’s worth of goods; one stamp for a certain amount of money. Booklets of stamps are returned for goods or money. m Price packs. When goods are not selling well, they are packaged with other goods and sold for a value price. m Free gifts. m Samples. m Self-liquidation devices. Consumers are asked to return empty boxes, wrappers, toothpaste tubes, etc, which allows them to get a reduction in the price of certain items. m Loss leaders. A loss leader is a popular product that is sold below market price to encourage customers to purchase them and, hopefully, purchase other goods that they see in the same store.
Public relations is also a form of advertising and can also be regarded as the fulfillment of the social function of the firm.
RUDOLPH BROWN/PHOTOGRAPHER Prince Harry (left) and Governor General Sir Patrick Allen watch as artiste Orville ‘Shaggy’ Burrell interacts with kids at the Bustamante Hospital for Children on Tuesday, March 6.
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That’s it for this week, my friends. Our next lesson will discuss selling and merchandising and also consider the concept of adjustment of pricing policy. Take care until then. Yvonne Harvey teaches at Glenmuir High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
NATASHA THOMAS-FRANCIS Contributor
ELLO, ALL! This week I want you to respond to the two multiple-choice sections below. The first is an extract from a novel (narrative) and the second is a poem.
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DIRECTIONS Read the following passage and choose the best answer to each question that follows. Toycie swallowed and nodded, following the Principal who was stepping briskly towards her office. The verandah became noisy again as soon as Sister Virgil and Toycie were out of earshot, and Beka walked into her classroom buzzing with all manner of girlish conversation. In those days, St Cecilia’s was almost another world from the rest of 5 Belize. The majority of students, among whom were the poor, the rich, the brilliant and the mediocre, acquired the art of suppressing segments of their personalities, shedding the lives they led at home the minute they reached the convent gates. They managed somehow, to leap through the hoops of quality purposely held high by the nuns, rarely, however without awkwardness, determination and 10 intense effort. There were others, many times of the highest intellectual capacity, who could not, did not, would not, for a variety of reasons, learn to switch roles with the required rapidity. Their upbringing, set against such relative conformity, was exaggerated into what was perceived to be vulgarity, defiance, ingratitude, lack of discipline or moral degradation. These were the ones who stumbled and fell, often in utter confusion, and 15 sometimes were expelled from school. From Beka Lamb by Zee Edgell
Practise, practise, practise
3. The phrase ‘managed, somehow, to leap through the hoops’ (lines 7- 8) tells that the students (A) Learnt to jump through the rules. (B) Were able to overcome prejudice. (C) Mastered the strange middle-class games. (D) Succeeded in satisfying the demands made on them. 4. Students had to ‘learn to switch roles’ (line 11) because (A) The school’s customs were different from those outside. (B) It was good to make their personalities changeable. (C) That was good preparation for school drama. (D) It showed that intellectual capacity was not all.
‘To an expatriate friend’ Colour meant nothing. Anyone who wanted help, had humour or was kind was brother to you; categories of skin were foreign; you were colour-blind. 5 And then the revolution. Black and loud the horns of anger blew against the long oppression; sufferers cast off the precious values of the few. New powers re-enslaved us all; 10 each person manacled in skin, in race. You could not wear your paid-up dues; the keen discriminators types your face. The future darkening, you thought it time to say goodbye. It may be you were right. 15 It hurt to see you go; but, more, it hurt to see you slowly going white. Mervyn Morris (Jamaica) 8. In line 4 ‘were foreign’ means (A) Were found in other countries. (B) Did not ever enter his mind. (C) Belonged to foreigners there. (D) Never came to that country. 9. Colour meant nothing (line 1) tells us (A) It didn’t matter if people had the right colour. (B) The expatriate didn’t judge people by their skins. (C) Regardless of his colour the expatriate was foreign. (D) The expatriate was not able to distinguish colours. 10. In the phrase ‘Black and loud the horns of anger blew’ (lines 5-6) the poet uses the word ‘Black’ to mean (A) That was a time of misfortune. (B) That the angry people were black. (C) The colour of the horns. (D) That the anger was evil.
1. Sister Virgil was (A) A visitor (B) Beka’s teacher (C) The principal (D) Toycie’s teacher 2. In ‘suppressing segments of their personalities’ (line 6), what did the students do? (A) Surrendered some of their ambitions. (B) Hid their good looks from the world. (C) Did not show certain characteristics. (D) Expressed some personal desires.
yl:english language
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WINSTON SILL FREELANCE PHOTOGRAPHER
Krystal Chong (left) and Traci Stewart are colourfully fab at the Digicel Appreciation Party for Clients, held at Fiction Lounge, Market Place, Constant Spring Road on Monday night, March 5. 5. What was regarded as ‘vulgarity, defiance, ingratitude, lack of discipline or moral degradation’ (line 13)? (A) The noise of buzzing and girlish conversation on the class. (B) Stumbling and falling in utter confusion in the school. (C) The sort of thing that happened in the students’ homes. (D) What was perceived as an exaggeration in their upbringing. 6. A word which could replace ‘mediocre’ (line 6) in the passage is (A) Dull
11. When the poet says ‘manacled in skin, in race’ (line 10), he is expressing (A) What happened before freedom came. (B) Anger at being one of his race. (C) Disapproval of all race consciousness. (D) Agreement with the results of the revolution.
(B) Second-rate (C) Worthless (D) Vulgar
12. When the poet said ‘you slowly going white’ (line 16) he meant that his friend was (A) Also becoming prejudiced against blacks. (B) Losing the tan he had got in the sun. (C) Pretending more and more that he was white. (D) Losing all of his bravery and courage.
7. Which of these best describes the theme of the passage? (A) How Belizean students survived. (B) Succeeding at St Cecelia’s. (C) Going to school in Belize. (D) Girls’ conversation at St Cecilia’s.
13. The words horns (line 6), manacled (line 10) and wear (line 11) are examples of (A) Metaphor. (B) Connotation. (C) Exaggeration. (D) Allusion.
DIRECTIONS Read the poem below and choose the best answer to each question that follows.
YOUTHLINK MAGAZINE | MARCH 20-26, 2012
I will give you the answers in next week’s lesson. Natasha Thomas-Francis teaches at Glenmuir High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
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yl:biology
Respiration respiration. Respiration takes place in all the cells of the organism all of the time. Some students have the tendency to confuse breathing with respiration. These two are not the same; breathing brings air with oxygen to the lungs and removes air with carbon dioxide from the lungs. Respiration uses the oxygen to convert food to energy. Why do we need to do this? Because our bodies need energy for many of its functions such as:
MECHANICAL WORK The contraction and relaxation of muscles such as skeletal, gut and heart muscle. m Transporting substances such as chemicals around the body. m Absorbing substances by active transport. m Sending messages along nerves. m Building cells for growth and repair of tissues. m Making proteins (enzymes and hormones), carbohydrates (glycogen) and fats. m Keeping body temperatures constant by the heat produced in chemical reactions. What is required for respiration? m Food material, usually glucose m Oxygen
MONACIA WILLIAMS Contributor
TUDENTS, AS you went through last week’s lesson, were you able to use the information to draw the graph? I hope so. Guess what? We are going to start a new topic this week! What topic is that? Respiration! Yes, this week we will begin our study of respiration and we will start by looking at the definition.
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Respiration is the process by which the energy in food is made available to a cell to do the work necessary to keep it alive. The process requires enzymes and is known as cellular or tissue 14
Where in the cell does it take place? The cell contains tiny structures called organelles. One of these organelles is the mitochondrion (s), mitochondria (pl). Respiration takes place in this organelle. Cells which are very active such as liver, muscle, root and stem apices have large numbers of mitochondria. The energy that is produced as a result of respiration is stored in a molecule called ATP – Adenine Tri Phosphate. ATP is formed from two molecules that are found in the cell. These molecules are ADP (Adenosine Di Phosphate) and high energy phosphate (Pi). It requires a lot of energy to join the phosphate to ADP to form ATP. This energy is provided by the oxidation of glucose. This means that the energy is stored in the ATP molecule. The energy can be released from the molecule later by the conversion of ATP back to ADP and Pi. ADP + Pi + energy ATP ATP ADP + Pi +energy YOUTHLINK MAGAZINE | MARCH 20-26, 2012
The storage of the energy in the ATP molecule gives several advantages to the organism. These are: m Energy is not wasted as heat; only the required amount needs to be converted. m ATP can diffuse into and out of cells and because of this it can go directly to where it is needed. m ATP breaks down rapidly so energy is readily available. m The energy can be used to drive many chemical reactions rapidly. m Energy can be stored in ATP in one part of the cell and transported to another to be used. In addition to the energy that is produced as a result of respiration, two other end products are produced. These are carbon dioxide and water. The process can be summarised in the following equation: Glucose + oxygen carbon dioxide + water + energy C6H12O6 + 6O6 6CO2 + 6H2O + energy This type of respiration, one which uses oxygen, is known as aerobic respiration. Respiration can also take place without oxygen. This type of respiration is known as anaerobic respiration. In anaerobic respiration, energy is also produced but in lesser quantities and the end products differ depending on the type of organism, ie, whether the organism is plant or animal. In plants the equation is as follows: Glucose ethanol + carbon dioxide + energy The breakdown of sugars to form ethanol is known as fermentation. Fermentation is the process used to make beer, rum and wine. Different types of alcohol are made depending on the origin of the glucose. The carbon dioxide produced can be used in bread making. Ethanol evaporates in the oven so it does not affect the taste or the nature of the bread. In animals the equation is as follows: Glucose lactic acid + energy Aerobic respiration occurs during strenuous exercise because the energy that is produced in aerobic respiration is not sufficient. The lactic acid that is produced builds up in the muscle; this causes them to ache, causing muscle fatigue. After the exercise the body has to get rid of the lactic acid quickly. This is done by rapid intake of air (with O2) – panting. This provides the body with oxygen which is used in the conversion of the lactic acid. The oxygen required to convert the lactic acid is known as oxygen debt. Next week we will create a table to show the differences between aerobic and anaerobic respiration. See you then! Monacia Williams teaches at Glenmuir High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
Slumping yl:geography
MARJORIE HENRY Contributor
N THE previous lesson I shared information from available textbooks on soil creep and landslides. Both are types of mass movement – soil creep an example of slow flowage and landslides an example of rapid movement. I am continuing the topic of landslides in this week’s lesson by sharing information on slumping. This is related to landslides and is common where permeable debris or rock layers overlie impermeable strata such as clay. Water sinking through the permeable material is halted by the clay. The damp clay provides a smooth slippery surface over which the upper layers easily slide.
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Human activities can increase the risk of landslides, for example by: m increasing the slope angle, for instance cutting through the high ground. m placing extra weight on a slope, for instance, new buildings. m removing natural vegetation for agriculture or housing - removal of the plant cover allows more water to penetrate the soil and rocks. m exposing rock joints and bedding planes. Extensive landslides, whether natural or man-induced, can have disastrous consequences. They may lead to m loss of life m disruption of transport and communications m damage to property and infrastructure m burying villages, railway lines or people Methods to combat the landslide hazard are largely labour intensive and include: m building restraining structures such as walls, piles, buttresses and gabions. m excavating and filling steep slopes to produce gentler slopes. m draining slopes to reduce the build-up of water. m watershed management, for example afforestation and agroforestry (‘farming the forest’).
The last aspect of this topic according to the syllabus is an awareness of the conditions influencing landslides and soil creep. In the text Geography for CSEC by Jeanette Ottley et al, the following conditions are given: m Nature of the rock: areas made of clay are prone to landslides because the clay is very slippery when it is wet and causes the overlying soil/weathered material to slide. m Size of individual grains of weathered material: small particles will be more stable than larger particles and, therefore, remain at rest even on steep slopes. m Amount/weight of weathered material on slope: this will determine the stability of the whole slope. m Angle of slope and resolution of force of gravity on slope: gravity will have a stronger effect on very steep slopes than on gentle slopes. This accounts for the very slow movement of soil on gentle slopes. m Amount of rainfall causing slide of the weathered materials: water adds weight to the weathered material and also acts as a lubricant, making it easier for the material to move. Continue to read on the topic of external forces. Be clear on your definitions and your account of any of the processes involved. Practise drawing diagrams wherever these are relevant and label them properly. In the examination, you can be given diagrams to label or on which to identify features. Photographs are sometimes also given for you to identify features.
REFERENCES 1. Certificate Physical and Human Geography - Goh Cheng Leong 2. Geography for CSEC - Nelson Thornes 3. Geography for CSEC - Jeanette Ottley et al Marjorie Henry is an independent contributor. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
Where do you live? yl:social studies
MAUREEN CAMPBELL Contributor
HERE PEOPLE live, their location within an area, is regarded as population distribution. The number of persons living in an area is compared by looking at variations in the population density.
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These areas may be sparsely populated, with few people living in the area, or they may be densely populated because the area is highly populated, containing many people. Population throughout the world is unevenly distributed for a number of reasons. When an area is densely populated it tends to be a desired place to live. These places may be described as the prestigious areas in a country because of the pull factors which serve to attract people to the area. These factors include the deposit or location of mineral resources such as bauxite plant, the climate, the availability of water and fertile, flat land. When an area is sparsely populated it tends to be a difficult place to live. They may be described as hostile environments because of the many push factors which serve to dissuade people from living in an area. These include factors such as dense vegetation, limited accessibility and political or religious oppression. As mentioned above, there are many factors that will affect population distribution. These may be natural or human.
NATURAL FACTORS
1. The relief of the land, is it flat or mountainous? 2. The availability of resources especially mineral resources. 3. The fertility of the area. 4. The climate is conducive to human habitation over a long period. 5. Types of vegetation.
HUMAN FACTORS 1. Political conditions, is the government stable or does instability reign in the country? 2. Social, people do enjoy the company of others. No man is an island, we are all social beings and we love to be entertained and entertain. 3. Economic opportunities: People usually gravitate towards areas where there are available employment opportunities. 4. How developed is the area? Are their entertainment facilities, good, working and available infrastructure?
POPULATION CHANGE This refers to population growth or population decline. There are three main factors influencing population change: Birth rate: The ratio of live births in an area to the population of that area; expressed per 1,000 population per year. Death rate: The ratio of total deaths to total population in a specified community or area over a specified period of time. The death rate is often expressed as the number of deaths per 1,000 of the population per year. This term is also referred to as fatality rate. Migration: The movement of persons from one country or locality to another.
THE SOURCES AND USES OF POPULATION STATISTICS The main sources of social and demographic data are
YOUTHLINK MAGAZINE | MARCH 20-26, 2012
population/national census, registrar’s office, office of naturalisation, school records and records of the various religious institutions. These sources, if well planned and executed, can be complementary in an integrated programme of data collection and compilation in a country. Statistics are essential for planning and monitoring socioeconomic and development programmes. This includes planning related to housing, health care, education, employment, social welfare and infrastructural development within a country. Population composition by age, sex, occupation, ethnicity, race also including geographical distribution of the population, are among the most basic statistics gathered that are necessary to describe a population or/and a subgroup of a population. These basic characteristics provide the context within which the aforementioned important information needed such as education, disability, labour, health, nutrition, crime, fertility, mortality and migration, can be studied.
DEVELOPING HUMAN RESOURCES The human resource in a country is the people, their skills and abilities. The human resource is said to be the most valuable resource that any country can have. The quality of the human resource ultimately determines the ability of any nation to create the wealth necessary for its economic growth. It is the people who must use their skills and abilities to harness and use the available physical resources. It, therefore, becomes necessary to develop the human resources to produce productive workers, creative and critical thinking and problem-solving skills.
ACTIVITIES 1. Identify other factors than those previously mentioned that determine where you live. 2. Look at the factors mentioned above and give other reasons they are important in deciding where you reside. 3. Suggest three reasons individuals would want to live in your country and three factors that would repel individuals. 4. Identify two areas in your country that are sparsely and densely populated and give reasons for your choice. Maureen Campbell teaches at St Hugh’s High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
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yl:english literature
‘A Contemplation upon Fl wers’ A BERYL CLARKE
Contributor
WHOLE week has passed since we last discussed A Contemplation upon Flowers so you have had time to read and re-read then answer the few questions set in the lesson. I am sure that you found it worthwhile to spend time on this poem for it is packed with information.
The speaker in this poem begins by complimenting the subject: flowers. So great is his admiration that he uses the word ‘gallant’, which is both an adjective and a noun. In this way he gives the word strength and force in order to emphasise his appreciation. In addition, he remarks that flowers are not conceited, they do not think too highly of themselves. He declares that he wishes that he could be like them on both counts, that is, courageous and yet not stuck-up! He then explains when he says that when flowers emerge and attract attention (with their beauty), they make no problems. Rather, they quietly return to the earth from which they came after they are seen; after they have unselfishly performed the roles assigned to them.
There is the suggestion at this point that the flowers do not feel important for they know that the earth is the source of their beauty (embroidered garments) and so growing, blooming, fading, withering and then becoming a part of the earth once again is taken as natural and create no cause for concern.
The speaker now comes to a point that seems very important to him as he continues to contrast the flowers’ attitude, this time to death. For him, the flowers follow life’s cyclical pattern cheerfully, without any regret, while he yearns to remain youthful, never to grow old, never to die and not even to contemplate the fact that death exists. So he next appeals for a lesson: he wants to learn how not to fear death because he realises that he cannot escape it; he calls it “my bed of earth”. His desire is to get to the position where he can smile at death, where he can make an agreement with death. Do you see the significance of that statement? In order to do so, you must know the meaning of the word ‘truce’. Look it up and you will find that it means”a temporary agreement to cease hostilities”. This, therefore, tells us that he feels that he is at war with death and is uncomfortable about it. Why do you think I say that? I do so because if he were not, he would not sound so anxious to be like the flowers and would not be talking about a truce.
In the last four lines, our speaker brings the flowers which he respects face to face with death which he fears. The influence of the flowers is great, for here he sees them as displaying no fear. They look good; they brighten up the funereal atmosphere and make the place smell fragrant. We, Jamaicans, would say ‘sweet’. The flowers are dying but they do fulfill their purpose anyway, and this is the attitude the speaker wants to achieve. He wants to be able to approach death as if he is approaching a friend, sweetly and with confidence. Take a close look at the poet’s style. Consider the rhyming pattern, the run-on lines, the use of the colon, the conversational tone, the couplet with which the poem ends and the fact that there is only one fullstop used in the whole poem. Please notice, too, how the seasons are used as symbols. Is there any personification? Has this lesson assisted in your understanding of this work? I would really like to think that it has. By the way, does it surprise you that a bishop wrote this? Have a safe and successful week. We are, in our next lesson, going to turn our attention to William Shakespeare’s A Midsummer Night’s Dream. God bless! Beryl Clarke is an independent contributor. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
Trace Gayle (left) of Flow chats with students of Children First at a special treat on Thursday, March 8 at the school in Spanish Town.The entity also received a cheque for $100,000 and a new computer courtesy of Flow. Children First is a non-governmental remedial centre dedicated to improving the lives of approximately 700 children in St Catherine. The initiative is part of Flow’s outreach programme, which entails donations and support to charitable organisations in Flow-serviced areas across the island. 16
YOUTHLINK MAGAZINE | MARCH 20-26, 2012
United States’ involvement in Cuba, Puerto Rico & Panama
yl:history
DEBBION HYMAN
Contributor
OBJECTIVES AT THE end of the lesson you should be able to: 1. Discuss the factors which resulted in United States’ involvement in the following territories: a) Cuba (1898) b) Puerto Rico (1898) c) Panama (1903) 2. Assess the consequences of United States’ involvement in the above named Caribbean territories.
CUBA (1898)
m In the 1890s, Cubans engaged in armed struggle against Spain in order to gain its independence. m The United States took an interest in the conflict as she was shocked by reports of Spanish excesses in crushing the revolt. m The United States government also took an interest because of its substantial investment in the island (estimated to be over $50 million). m In 1898, the US military intervened in the conflict after the sinking of the ship the USS MAINE in the Havana harbour. Spain was easily defeated and by the Treaty of Paris in December 1898, the United States assumed control of Puerto Rico and the Philippines. m Cuba was granted independence and became the Republic of Cuba. m During the period 1898 and 1902, Cuba was governed by the US military. It was placed directly under American control by the terms of the Platt Amendment to the Cuban constitution. m The Platt Amendment granted Cuba complete control over its internal affairs in matters such as sanitation and health but generally undermined Cuban autonomy by stating, among other things: i. The United States had the right to intervene in Cuba whenever it felt that her “economic, military or human interests” were threatened. ii. Cuba could not borrow money in excess of what its normal revenue could pay, but first it needed the approval of the United States. iii. Cuba could not conclude treaties with foreign powers without the approval of the United States. iv. Cuba was obligated to lease or sell the United States land necessary for the establishment of coaling or naval stations.
PUERTO RICO (1898)
m Puerto Rico was ruled briefly by a military governor; thereafter, the United States Congress passed the Foraker Act in 1900. This gave the island a civilian government and a law-making body of elected Puerto Ricans. m Final power of rule for Cuba 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. m The judicial system was largely influenced by the United States as judges in the Puerto Rican Supreme Court were appointed by the United States. m Foraker Act placed restrictions on Puerto Ricans’ entry into the United States as they could not travel freely to the US and were not American citizens. m The United States government participated in many infrastructural and health programmes in Puerto Rico and their efforts resulted in declines in the incidences of malaria and yellow fever. Additionally, work started on large-scale harbour repairs, road-building schemes and irrigation projects.
PANAMA (1903)
m The United States was interested in the construction or control of a waterway through Central America since she now had interests in the Pacific. Panama was chosen to be the most ideal location. m In 1850, the United States and Britain signed the Clayton-Bulwar Treaty in which both countries agreed to share the construction of a canal. The plan was abandoned due to high construction costs and the plague of tropical diseases such as malaria and yellow fever. m In 1901, the United States signed the HayPauncefote Treaty that released her from the Clayton-Bulwar Treaty and gave the United States the sole right to build and control this canal. m The United States agreed to pay Colombia to construct a colony across Panama. The payment was $10 million as down payment and $250, 000 annually for a Canal Zone of 10 kilometres. A subsequent change in government would see the new Colombian leaders demanding a higher sum. m The United States realised that the Colombian government encouraged the Province of Panama to rebel against their Colombian government and
seek their 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. m In December 1903, the Panamanian government granted the Americans the control of the Canal Zone in perpetuity for an annual rent. m Construction of canal began in 1904 and was completed in 1914. m The United States acquired territories to protect the ‘gateway’ to the Panama Canal to construct military bases for its protection. They spent $25 million to purchase the Danish islands of St John, St Croix and St Thomas. m Theodore Roosevelt boasted ‘I took Panama’ after their involvement in Panama. m President Woodrow Wilson apologised to Colombia for the manner in which Panama was taken from it and Colombia was paid $25 million in compensation.
Debbion Hyman teaches at St Hugh’s High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
Drummers from L’Acadco entertained guests at the recent launch of ‘Kingston Pon di River’, a literary arts & culture event to be held in Kingston from April 27 to 29. YOUTHLINK MAGAZINE | MARCH 20-26, 2012
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Company account
ROXANNE WRIGHT Contributor
yl:principles of accounts During the year ended December 31, 1998, the company made a trading profit of $425, 000 before payment of interest. [>3] No interim dividends were paid during the year. The directors decided to pay the dividends due on the Preference Shares, to transfer $20, 000 to General Reserve, and to recommend a dividend of 15% on the Ordinary Shares. The balance of profit brought forward from 1997 was $10, 400. You are required to, prepare the Profit and Loss appropriation Account for they year ended December 1998.
REASONING WORKINGS
AS WE look at company account there are certain terms that we must know. Shares is one such term. Q. What are shares? A. They are different types of capital such as m Ordinary shares m Preference shares m Debentures
Q. Define and describe three features of each type of shares listed above. A. Ordinary shares are certificates of ownership to a company. The features are i. They carry no fixed rate of dividends. This means that if the company makes high profits, they may get very high returns depending on the director’s proposal. On the other hand, they may not get any returns at all if the company suffers losses or makes low profits. ii. They carry voting rights. iii. Upon liquidation they are the last to be repaid. This means they may get nothing at all. Preference shares are special shares preferred over ordinary shares simply because they: i. Carry a fixed rate of dividends. This means that no matter whether the company makes high or low profits, the same rate of dividend is paid to the holders. Hence, dividends do not fluctuate according to profits made. ii. May be cumulative, which means that if the dividends are not paid in one year, they are accumulated in the following year. iii. Are given priority over ordinary shareholders for repayment upon liquidation. Debentures are long-term loans to companies. This means the dividend holders are lenders or creditors of the company. Some features are: i. They carry a fixed rate of interest which must be paid yearly, whether the company makes a profit or not. ii. They do not entitle the holders to participate in the running of the company as they are considered outsiders and not owners. iii. They have priority to repayment of principal upon liquidation of company over preference and ordinary shareholders. Below is a worked example. Read the question carefully and then attempt to answer it.
SOLUTION
EXAMINATION PREPARATION TIP As you get closer to your examination I encourage you to choose a study time and stick to it, be it early mornings or late evenings. There are many benefits to studying in the early mornings, including the quiet time and fresh, cool air. Solve at least one question per day to keep the grade one within your reach. Visit with me again next week when the presentation will be trial balance, errors and suspense account. See you then. Roxanne Wright teaches at Immaculate Academy. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
QUESTION The details of capital structure of Delight Transport Ltd, are as follows:
AUTHORIZED SHARE CAPITAL 4, 000, 000 Ordinary Shares of $0.5 each 400, 000 12% Preference Shares of $1 each 600, 000 10% Preference Shares of $1 each
ISSUED SHARE CAPITAL 3, 200, 000 Ordinary Shares of $0.50 each, issued on May 30 1979 400, 000 12% Preference Shares of $1 each, fully paid, issued on May 30, 1979 300, 000 10% Preference Shares of $1 each, fully paid, issued on June 30, 1998 [>1] 300, 000 10% Preference Shares of $1 each, fully paid, issued on December 31, 1998 [>2]
LOAN CAPITAL $800, 000 10% Debentures repayable December 31, 2009
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WINSTON SILL/FREELANCE PHOTOGRAPHER From left: Andrew Raymore, Cindy Allman and Nigel Byles are seen here at the launch of eMedia Interactive’s digital magazine, ‘The Wkndr’, at Tracks and Records, Kingston on Wednesday, February 29.
YOUTHLINK MAGAZINE | MARCH 20-26, 2012
yl:information technology NATALEE A. JOHNSON
Introduction to the Pascal language
Contributor
OOD DAY, students. This is lesson 27 of our series of lessons. In this week’s lesson we will continue to look at an introduction to the Pascal language.
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In the previous lesson we started looking at the Pascal language. We will continue to do so looking at an example.
2. FORMATTING REAL VALUES
EXAMPLE 1
Pascal allows for real numbers to be formatted to a specified number of decimal places. Let’s say you were adding a set of real numbers and then you were required to find the average of the real numbers and print the average. Your program would look like this:
Write an algorithm to read three numbers and find the average of the numbers and output the average of the numbers. Pseudocode Version Algorithm Average This algorithm finds the average of three numbers. Start Read num1, num2, num3 Average (num1 + num2 + num3)/3 Print “The average is”, Average Stop
Let’s say num1 = 9 and num2 = 4 and as such the average would be 2.25. Without specifying the character spacing and decimal places, the output would look like this:-
PASCAL CODE
On the other hand, the statement: - Write (‘The Average is’,Average:4:2) would look like this on the screen.
PLEASE NOTE:
m All program statements and lines are terminated with a semi-colon (;), except the ‘begin’ and ‘end’ keywords. Program statements preceding an end statement do not require a semicolon (optional). m When outputting text to the screen as oppose to pseudocode where double quotations are used, in Pascal single quotations are used. For example: Writeln(‘I Love to Program’);
PASCAL CODE WRITTEN USING TURBO PASCAL 1.5
‘IF’ STATEMENT You were already introduced to the ‘IF’ statement when we looked at conditional statements used in pseudocode. Just to remind you, an IF statement is used to test a particular condition(s) where if the condition is true a statement is executed; if it is false another statement is executed. An Example of an If statement in Pascal is shown below:
EXAMPLE 1 Write a program to read a number, find the square of the number and print the square of the number if is greater than 100 else output THE SQUARE IS TOO SMALL.
We are now going to look at how to code an if statement, for loop and while loop using Turbo Pascal 1.5. Before we begin there are two key things I need to point out when coding in Pascal.
1. NAMING VARIABLES
A variable must begin with a letter and then be followed by any digit, letter or the underscore character. No character space is allowed when naming your variables. For example, you can have variables like: num1, A1, Product_Calculation and so on rather than variables like: 6Num, _Grade and Average Calculation. In addition, you cannot use the name of your program as a variable in the actual program. This will be treated as a duplicate identifier (variable name).
We have come to the end of this lesson. 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 | MARCH 20-26, 2012
19
Dispatch & transport office
yl:office administration
HYACINTH TUGMAN Contributor
I, STUDENTS, how are you this week? I hope you are more focused than before, with SBAs out of the way. In this week’s lesson we will look at the dispatch and transport office.
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The dispatch and transport office plays a very important role in the manufacturing or production department. The major objective of this office is to package and transport goods to their destinations in good condition and on time.
m those with direct responsibility for receiving, scrutinising, selecting the required items, checking, packaging, dispatching and transporting goods ordered must be alert to the level of competency and efficiency required in order to complete the tasks successfully.
4. Labelling: labels need to have bold letters. They must be placed on the sides of the package to allow for ease in identification and distribution. 5. Insuring goods: This is another major responsibly of the dispatch and transport office. The type of insurance will normally be influenced by the mode of delivery and the commodity to be delivered. Goods dispatched overseas via air or sea require specific insurance procedures.
m the accounting staff must make the correct entries in the company’s books to facilitate reporting and decision making in the organisation. m the sales and advertising staff need to be alerted to the impact of their marketing strategies in the market place.
6. Transporting goods: Large companies have a transportation department to handle this aspect of their services. However, medium-sized and small companies tend to amalgamate their transportation and dispatch offices with responsibility falling directly to the factory office.
m managers and supervisors need to make decisions from time to time with regard to transportation modes and its cost effectiveness in relation to organisational goals.
Another major function of the dispatch and transport office is that of liaising with other departments. Liaising with the sales department is very important because orders for goods come into that department before they are routed through the factory office to the dispatch and transport section.
m the purchasing department needs to know the movement of finished goods and thereby make decisions about the amount of raw materials to be purchased. m clerical and production workers need to be kept informed of their input in sales and customer service, generating business activities for the firm.
Liaising with the accounts department is also very important because petty cash vouchers for petrol are usually needed for delivery vehicles. Money is collected by the driver because of cashon-delivery arrangements. The department must also ensure that the transportation system is very reliable. This means that if the company has its own fleet of delivery vehicles, proper and regular maintenance must be carried out regularly.
FUNCTIONS OF THE DISPATCH AND TRANSPORT OFFICE Once the dispatch and transport office receives notification indicating that goods are to be prepared for dispatch to a customer, the office’s main task is to deliver goods to that customer in good form.
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2. The second step is to package the goods. The packaging method employed is dictated by the: m type of goods to be delivered m mode of transportation m distance m arrival at the destination 3. Before sealing packages, it is necessary to include, where applicable, instructional booklets, diagrams and sometimes an invoice. The content should be finally checked by a supervisor.
Knowledge of the role of this office is important because: m the department’s objectives must be met.
1. To deliver goods to customers in good form involves a number of processes. The first step is the preparation of goods before packaging. The package must:
m scrutinize the order carefully m identify the items required m check the items required to ensure that they are in good condition and that the styles, sizes, colours, types, models, etc are correct.
This is all for now. Have a productive week.
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WINSTON SILL FREELANCE PHOTOGRAPHER
Tessanne Chin (left) and equally fabulous sister Tammi Chynn at the Digicel Appreciation Party for Clients, held at Fiction Lounge, Market Place, Constant Spring Road on Monday night, March 5. YOUTHLINK MAGAZINE | MARCH 20-26, 2012
Hyacinth Tugman teaches at Glenmuir High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
FRANCINE TAYLOR-CAMPBELL Contributor
POINTS TO NOTE
m The rate of a chemical reaction is the amount of reactant used or product formed with time. m Factors such as temperature, concentration, pressure, surface area and light affect the rate of a chemical reaction. m Increasing the temperature increases the speed of the reacting particles so that they collide more frequently and more energetically. This increases the rate of reaction. m Increasing the surface area of solid reactants increases the frequency of collisions and so increases the rate of reaction. m Increasing the concentration of reactants in solutions increases the frequency of collisions and so increases the rate of reaction. m Increasing the pressure of reacting gases increases the frequency of collisions and so increases the rate of reaction. m The collision theory states that particles must collide, with the right orientation and having sufficient energy, in order to react. m The minimum amount of energy particles must have to react is called the activation energy. m Catalysts change the rate of chemical reactions but remain unchanged at the end of the reaction.
Reaction rates QUESTION
1. 0.10g of magnesium ribbon and 25 cm3 of 2.0 mol/dm3 sulphuric acid were mixed and the total volume of hydrogen was measured.
yl:chemistry (a) Calculate how many moles of magnesium and of sulphuric acid were used in this experiment? (b) Explain why the reaction stopped. (c) The experiment was repeated using the same mass of magnesium but 25 cm3 of 3.0 mol/dm3 sulphuric acid. How will the initial rate of formation of hydrogen and the total volume of hydrogen collected compare with the original experiment? (d) Give two other methods of changing the initial rate of reaction.
ANSWERS (a) # mol of Mg = 0.1/24 = 4.17x10-3 mol # mol of H2SO4 = (25 x 2)/1000 = 5 x 10-2 mol (b) Acid is in excess. The reaction ends when all the magnesium has reacted. (c) If 3.0 mol/dm3 sulphuric acid is used, the initial rate of formation of hydrogen will increase. As concentration increases the reaction becomes faster. The total volume of hydrogen will remain the same as the mass of magnesium is the same. (d) Increasing the temperature and using powdered magnesium can change the initial rate of production of hydrogen. Francine Taylor-Campbell teaches at Jamaica College. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
Honda Marketing Representative Natasha Chang relaxes with Rajea Forrest during the ATL Honda launch party at the Hope Botanical Gardens, Kingston on Sunday March 11. YOUTHLINK MAGAZINE | MARCH 20-26, 2012
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Vectors
yl:mathematics
(part 2)
CLEMENT RADCLIFFE Contributor
AT THE outset let us review the homework given last week.
HOMEWORK
The diagram below shows vector b and vector c.
PLEASE SEE DIAGRAM ABOVE.
SEE US NEXT WEEK FOR THE SOLUTION Clement Radcliffe is an independent contributor. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
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YOUTHLINK MAGAZINE | MARCH 20-26, 2012