PHOTO BY KAREN SUDU
Dionne Barnett, rural development librarian, discusses the exhibit which features Jamaica’s 400-metre quartet to Helsinki with Denzil Duff, staff administrator at St Jago High school, while Roy Dudley (second right) and Shavanes Robinson, members of the school’s track and field team exchange thoughts about the quartet’s performance. YOUTHLINK MAGAZINE |
FEBRUARY 28-MARCH 5, 2012
11
Enzymes yl:biology
MONACIA WILLIAMS
Contrbutor
OW ARE you all this week? Good? You must be good; how could you be anything but good? I hope you are learning to see the bright side of everything and you are learning that there is a good solution to all problems. Notice that I did not say easy, I said good, because it might not be easy! So, what is there to stop you from achieving your dream? Nothing!
H
Did you know that you cannot conclude a study of digestion without learning about enzymes? Do you remember how many times the word was used in the previous lessons? If you do not, then you need to read over those lessons to refresh your memory.
WHAT ARE ENZYMES? Enzymes are biological catalysts. They are protein in nature and are made by living organisms. They are used to speed up chemical reactions.
WHAT IS A CATALYST? A catalyst alters the rate of a chemical reaction, without itself changing.
WHY DOES THE BODY NEED ENZYMES? Do you remember why the body has to break down starch? Of course you do. It has to do so because the starch molecule is too large to pass through the membrane of the cells. If you were to make a mixture of starch and water and leave it at a temperature that is the same as your body temperature, the starch would be broken down to glucose but only after a very long time. However, this happens very quickly in the alimentary canal. Why is there a difference in the rate at which the starch is broken down? The difference is that in the alimentary canal the enzyme amylase is present and this enzyme speeds up the breakdown.
HOW DOES AN ENZYME WORK?
m There are two main types of enzymes. One type breaks down large molecules into smaller ones. These are the ones that we have met in the lessons so far. The other type of enzyme speeds up the reactions in which smaller units are joined together to make larger ones, for example, after digestion the glucose (small molecule) from the breakdown of starch is used to form glycogen (large molecule) in the liver. m Each enzyme is made up of long chains of amino acid units joined together to give it its own peculiar, threedimensional shape. The folding of the molecule produces an active site. The active site is an area of the enzyme where the molecule to be broken down (the substrate) attaches itself. The reaction can only take place at the active site. When the substrate attaches itself to the enzyme, it forms a complex that is known as the ‘enzyme substrate complex’. The products produced are known as the ‘end products’.
12
WHAT ARE THE PROPERTIES OF ENZYMES?
1. All enzymes are proteins and because of this they are affected by all the factors that affect proteins.
2.Enzymes are affected by changes in temperature. If the temperature at which an enzyme-controlled reaction is taking place is increased, then the rate at which the end products are formed will also increase. However, this increase will stop as o soon as the temperature goes above 40 C; the rate then begins to decrease. As soon as the temperature goes above o 60 C, the reaction stops. Note carefully that the reaction does not continue to slow down, it stops, so if you were drawing a graph to show the rate of reaction the line would come back down to zero. Why does this happen? It happens because the high temperature changes the structure of the enzyme and when this happens the enzyme will no longer have an active site. When the active site is destroyed, the substrate has nowhere to fit and the reaction cannot continue. 3. There is a temperature at which the reaction goes at the fastest rate; this is known as the optimum temperature. The optimum temperature for digestive enzymes is about 37oC. 4. Enzymes work best at different pHs. Do you remember that when we were discussing digestion we said that amylase could not work in the stomach because the condition was now acidic but it could work in the buccal cavity and the duodenum because the conditions there were alkaline? The condition, acidic or alkaline, is defined by the pH. If the pH is low, the condition is acidic. If the pH is high, the condition is alkaline, and if it is midway on the scale, then the condition is neutral. Some enzymes work best at low pH, for example pepsin, and some at midrange, for example amylase.
yl:geography
Crustal plates part 2
MARJORIE HENRY Contributor
N THE last two lessons, I have been
I
sharing with you some information on crustal plates, as taken from some
of the textbooks recommended for geography. As indicated in the syllabus, you must be able to distinguish between the different plate margins. Two were mentioned in the last lesson, namely, convergent and divergent. I will continue to share with you on the topic in this week’s lesson. In sharing on convergent plate margins, it was stated that the oceanic and continental plates, two contrasting plates, come together at these margins. In the text Geography for CSEC by Nelson Thornes we are informed that ‘Sometimes two plates of continental crust come together. This called a collision zone. Because continental crust cannot sink, the crust is forced upwards the formation of the Himalayan mountains.’ The remaining plate margin is the transform plate margin.
6. Enzymes are required in small quantities. Seeing that they are unaffected at the end of the reaction, they can be used again and again.
plates are moving past each other
The work of enzymes is one of the preferred topics for the exam so you need to learn everything there is to know about this topic. Next week we will look at some practical instances of how enzymes work. See you then! Monacia Williams teaches at Glenmuir High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
You can develop for yourself a table to summarise this topic as seen in some of the textbooks. Use four columns, one for each of these headings – Types of Plate Boundary; Type of Movement; Processes Result; Examples. Over the years, questions on the different types of plate margins have been frequently set. Should you choose to answer this question, in your response it is absolutely necessary that you state, at the outset, the direction of movement associated with the plate given in the question and then the result of the movement. For example, if you are asked to describe the formation of new crust at a divergent plate margin, your response should be as follows:-
to form fold mountains. An example is
5. Enzymes are catalysts – they remain unchanged at the end of a reaction so they can be used over and over in living organisms.
7. Enzymes are specific. Each enzyme acts on only one type of substrate. For example, amylase acts on starch, breaking it down to glucose and sucrose acts on sucrose. Both starch and sucrose are carbohydrates and the general name given to enzymes which act on carbohydrates is carbohydrase. Proteases act on proteins and lipases act on lipids.
(Source: New Caribbean Geography Vohn A. M. Rahil)
Transform plate margins: When two without converging or diverging, there is a transform plate margin. These are also known as conservative plate margins. An example is the Pacific Plate sliding past
‘A divergent plate margin occurs when two plates move away or pull apart from each other, leaving a gap. Molten rock or magma is forced slowly upwards between the two plates and, when it hardens, a strip of new crust is formed at the boundary’. There is certainly more information on crustal plates. Please take time to read up on the topic so that you can be well informed and prepared for the examinations.
the North American Plate. Violent earthquakes occur at transform plate margins. Usually, the plates slide past each other very slowly without any impact on the surface. However, they do not move smoothly because of friction, but jam and grate along as they slide
REFERENCES Geography for CSEC - Nelson Thornes New Caribbean Geography - Vohn A. M. Rahil The Caribbean Environment for CXC Geography - Mark Wilson
past. When this happens huge pressure can build up. If the pressure is released suddenly, an earthquake occurs.
YOUTHLINK MAGAZINE | FEBRUARY 28-MARCH 5, 2012
Marjorie Henry is an independent contributor. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
yl:chemistry
Organic chemistry /
RUDOLPH BROWN PHOTOGRAPHER
Ahon Gray and national junior sprint hurdler Megan Simmonds at the launch of The Gleaner/Scotiabank photo exhibition at the St Catherine Parish Library, Spanish Town, on Wednesday, February 1.
FRANCINE TAYLOR-CAMPBELL Contributor
POINTS TO NOTE
m Polymerization is the formation of a large molecule from smaller units called monomers. m Monomers containing the C=C can add together to form polymers (addition), or two units can react together to eliminate a small molecule such as water (condensation). m Polysaccharides such as starch can be broken down to simple sugars (monosaccharides) by enzymes (such as amylase) or during acid hydrolysis. m Proteins, polyesters and polyamides are all formed from condensation polymerization. m Hydrolysis is the breakdown of large molecules to small ones by reaction with water. This can be done in the presence of an acid. m When sugars are fermented in the absence of oxygen, ethanol is produced. m Fractional distillation can be used to produce pure ethanol from the products of fermentation.
ATTEMPT THIS QUESTION Question 1 Carbohydrates, fats and proteins are the three main
part 2
constituents of food. They can all be hydrolysed, either by aqueous acid or alkali. (a) What is formed by: (i) the acid hydrolysis of carbohydrates (ii) the alkaline hydrolysis of fats (b) What is the name of the class of compound formed when proteins are hydrolysed? (c) Poly(ethene) and nylon are synthetic polymers. Nylon can be hydrolysed because it contains the same linkage as proteins. (i) Name this linkage (ii) Poly(ethene) cannot be hydrolysed. Give one environmental problem that this lack of hydrolysis may cause. (d) Wines which contain ethanol, C2H5OH, may have a sour taste of vinegar after long storage. (i) Give the name and draw the structure of the acid which causes this sour taste. (ii) Explain how this acid is formed from the ethanol.
ANSWERS
1.(i) The acid hydrolysis of carbohydrates produces glucose (monomer). (ii)This is achieved by warming the carbohydrate with dilute hydrochloric acid. (iii) The alkaline hydrolysis of fats (animal or vegetable fats and oils) is called saponification. This process produces the sodium salt of the carboxylic acid that formed the fats along with an alcohol. The sodium salt may be referred to as soap. (b) Hydrolysis of proteins produces its monomer units called amino acids. (c) (i) Linkage in Nylon is the peptide or amide link (CONH). (ii) Polythene cannot be hydrolysed, hence it is non-biodegradable, which poses a problem for its disposal. They tend to accumulate in the environment (eg plastics). (d) (i) The acid which causes the sour taste is acetic (ethanoic) acid CH3COOH. (ii) Ethanoic acid is formed when ethanol is oxidized using acidified potassium dichromate solution as the oxidizing agent. C2H5OH + 2[O]
CH3COOH + H2O
Francine Taylor-Campbell teaches at Jamaica College. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
YOUTHLINK MAGAZINE | FEBRUARY 28-MARCH 5, 2012
13
DEBBION HYMAN Contributor
I, GUYS. Last week we culminated our lessons on immigration. Below is a revision activity assessing what you have learnt! Check next week’s article to confirm your responses.
H
Immigration revision
Choose the correct answer 1. Immigration of labour to the British colonies resulted from all of the following except: a) A constant labour shortage. b) The continuation of monoculture. c) The continuation of slavery conditions. d) A greater racial mixture of the population. 2. Which of the following groups of colonies experienced an acute labour shortage? a) British Guiana, Trinidad, Barbados. b) Barbados, St Kitts, British Guiana. c) Antigua, Jamaica, Trinidad. d) Trinidad, Jamaica, British Guiana.
7. Which of the following factors accounted for East Indian migration to the British Caribbean? i) Famine in India. ii) The lure of higher wages in the British Caribbean. iii) Promise of non-agricultural positions. iv) Discovery of gold in the British Caribbean. 14
10. An investigation into the living conditions of East Indians brought to Guiana under the Gladstone experiment resulted in a) More Indians being imported to meet labour demands. b) Fewer Indians being imported as they proved to be unsatisfactory workers. c) Planters being required to report on living and working conditions of the immigrants. d) Immigration from India being suspended for an indefinite period.
12. On the estate Indian labour. a) Helped technological improvements. b) Discouraged the introduction of machines. c) Encouraged alternative export crops. d) Encouraged the introduction of machines. 13. The massive immigration in the Caribbean during the 19th century bypassed Barbados because the island had a) A high birth rate. b) Possessed labour surplus. c) Refused a government subsidy. d) Abandoned sugar production.
4. The majority of liberated Africans in the British Caribbean were a) Recruits from Sierra Leone or the Kru Coast. b) Africans escaping slavery in the USA. c) Slaves captured by the British Navy ships. d) Recent migrants from the Spanish territories.
6. Which of the following was not a feature of Chinese immigration? a) They came mainly from Macao and Canton province of China. b) They preferred business and trade to field labour. c) It was the cheapest scheme. d) The Chinese government opposed it.
The figures above refer, respectively, to a) Jamaica, Trinidad, British Guiana. b) Trinidad, British Guiana, Barbados. c) Trinidad, Barbados, St Vincent. d) Jamaica, St Kitts, British Guiana.
11. Hindu temples in Trinidad and the Phagwah ceremony in Guyana were introduced to those areas by a) East Indian indentured labourers. b) Slaves of Asante origin. c) European ‘deficiency men’. d) Madeiran immigrants.
3. Immigrants who came to the British Caribbean between 1834 and 1917 to work as indentured labourers came from i. Madeira ii. The United States of America iii. India iv. China a) ii and iv only b) iii and iv only c) i, iii and iv only d) i, ii, iii and iv
5. The African immigration scheme ended because a) Sugar production began on a big scale in Africa. b) There were already many blacks in the British Caribbean. c) The Africans suspected a reintroduction of slavery. d) The population of Africa was declining fast.
yl:history
TOK’s Craigy-T (center) reps his Guardian Angel Foundation while hanging out with Krista Leigh Wilson (left) and Alafia Fox (right) of Flow Customer Care after PanCaribbean’s Sigma Corporate Run. The event, held on Sunday, February 19 in New Kingston brought awareness to paediatric heart care with some 16,000 registered participants. Over $33million was raised by the event towards Chain of Hope Jamaica’s pediatric heart care programme for the Bustamante Hospital for Children.
a) ii only b) i, ii, iii only c) i, ii, iv only d) i, iii only 8. Which of the following best explain why planters in the British Caribbean preferred East Indian immigrants? i) The Indians proved to be hard-working. ii) The Indians were accustomed to tropical agriculture.
iii) The Indians were easily recruited. iv) The Indians were willing to re-indenture. a) i, ii only b) iii, iv only c) i, ii, iii, iv only d) i, ii, iv only 9. Number of East Indian immigrants to the British Caribbean by 1917 Territory C Territory B Territory A 33, 000 134, 000 239, 000
YOUTHLINK MAGAZINE | FEBRUARY 28-MARCH 5, 2012
14. Which of the following reasons best explain why the Jamaican government received fewer immigrants than either Trinidad or British Guiana? a) Jamaica did not have a labour shortage. b) The Jamaican Government was reluctant to finance immigration schemes. c) The Indians were disappointed with the conditions of service. d) The Jamaican Government feared an increase in the non-white population. 15. Which of the following benefits did immigration bring to the British Caribbean? i) Agriculture was diversified. ii) The sugar industry was saved from collapsing. iii) The development of rural areas. iv) Expansion of social services. a) i, ii only b) iii, iv only c) ii, iii, iv only d) i, ii, iii, iv Debbion Hyman teaches at St Hugh’s High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
Relational, operational & truth tables
NATALEE A. JOHNSON
yl:information technology THE ‘AND’ OPERATOR For the ‘AND operator’ the output Q is true if input A AND input B are both true: Q = A AND B
TRUTH TABLE
THE ‘OR’ OPERATOR For the ‘OR operator’, the output Q is true if input A OR input B is true (or both of them are true): Q = A OR B
Contributor
TUDENTS, THIS is lesson 24 in our series of Gleaner lessons. In this week’s lesson, we will be looking at relational arithmetic and logical operators as well as truth tables.
S
TRUTH TABLE
The relational operators are used for the comparison of the value of one element with another. There are six types of relational operations: equal, greater than, less than, greater than or equal to, less than or equal to and not equal to. Each of these operations can be used to compare the values of the variables. The result of each of these operators is either true or false. When using these operators, make sure all the arguments are the same data type. Integers should be compared with integers, strings with strings, and so on. Table 1 reviews each of these operators.
THE ‘NOT’ OPERATOR The output Q is true when the input A is NOT true; the output is the inverse of the input: Q = NOT A A NOT gate can only have one input.
TRUTH TABLE
Let us look at an example: Table 2 shows a truth table with examples for each of the relational operators. As the table shows, A is set to 50 and B is set to 25. When we check equally with the equal operator, both sides must be equal or same for the expression to be true. Because the 50 is not equal to 25, the A = B is false. In this case, the expression is true because 50 is greater than 25. Using similar logic, the table shows results for other relational operators.
THE ARITHMETIC OPERATORS You are more accustomed to using these operators in your daily life. Please see table below:
Separate from the arithmetic operators, we also have the modulus (mod) operator ‘%’ used also for calculation. You may not have come across the modulus operator before. It just calculates the remainder after dividing the value of the expression on the left of the operator by the value of the expression on the right. For this reason, it’s sometimes referred to as the remainder operator. The expression 12%5 would produce 2, because 12 divided by 5 leaves a remainder of 2.
EXAMPLE 2 BOOLEAN OPERATORS AND TRUTH TABLES
4 % 4 would produce 0, because 4 divided by 4 leaves a remainder of 0.
A truth table shows the output states for every possible combination of input states. The symbols 0 (false) and 1 (true) are usually used in truth tables. There are three main logical operators on which we will concentrate: AND, OR and NOT. For every logical operator we are going to be examining its corresponding truth table.
We have come to the end of lesson 24. See you next week when we will look at modularity/top-down design to end this unit. Remember, if you fail to prepare, prepare to fail. Natalee A. Johnson teaches at Ardenne High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
YOUTHLINK MAGAZINE | FEBRUARY 28-MARCH 5, 2012
15
NATASHA THOMAS-FRANCIS Contributor
ELLO, ALL! In last week’s lesson I gave you the steps you should follow in order to produce your argument. This week I wish to look at the ways in which you may be asked to present your argument.
H
QUESTION TYPES The essay is not the only format via which CXC may ask you to organise your points. There are, in fact, three main ways in which you may be asked to present your arguments:
THE ESSAY
Persuasive writing part 3
This is the most popular format in which you present a simple layout of introduction, body and conclusion organised into appropriate paragraphs. It is normally written in the third-person voice.
THE SPEECH This is a similar format to the regular essay but this argument makes reference to an audience (eg, ladies and gentlemen; fellow students; parents) throughout the discussion of the topic. It is written in the first-person voice.
THE LETTER The regular essay format is placed within a letter. This includes the addresses, date, salutation and complimentary close. For example, a letter to the editor or a letter of complaint. These letters often contain criticisms. Take a look at the letter below. It is an example of a persuasive comprehension passage. I wish to
point out to you that section 4 of Paper 02 is not the only section in which knowledge of your persuasive skills is tested – CXC may also test this knowledge through comprehension passages. Read the letter and answer the questions which follow. Pay particular attention to the persuasive techniques that are used. The Editor The Daily Message Newport Dear Sir: Last Monday I made an amazing discovery. I waltzed into the sparkling new Tax Office on Range Road to renew my car licence. It was my very first visit and I entered the building bubbling over with
expectation. But, alas! I was doomed to disappointment. As the saying goes, ‘The more things change, the more they remain the same’. The first thing that struck me on entering the building was the absence of even the slightest indication, as far as I could see, of which window dealt with what. Which of the three stationary lines should I join? After standing for an eternity in the middle line which, I had been assured by a fellow sufferer led to the window where they dealt with car licences, I suddenly noticed that there was an Information Desk in one corner of the room. Until that moment it had been hidden from my view by the crowd. I walked up to it. The lady sitting there told me that I should have joined the end line, adding that I deserved to wait, since I had not
yl:english language consulted her in the first place. “Thank you for being so kind,” I could not resist saying as I took my place in the line. What is the point of putting up a fine building if what goes on inside is anything but fine? Isn’t it bad enough that the government extorts exorbitant sums from us for the privilege of owning a car? Can there be another country in the world where citizens are subjected to such humiliation? Disgruntled a. What is the writer’s main purpose in this letter? (2 marks) b. State what is suggested by the writer’s use of each of the following words: (i) ‘waltzed’ (line 1) (ii) ‘extorts’ (line 14) (4 marks) c. Quote two words or phrases which indicate that the writer is distressed? (2 marks) d. What did the writer mean by, “Thank you for being so kind”? (line 12) (2 marks) e. “The more things change, the more they remain the same.” How is this view presented in the letter? (2 marks) Discuss these questions with your friends and we will look at possible answers in next week’s lesson. Until then, blessings! Natasha Thomas-Francis teaches at Glenmuir High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
Rudolph Brown/ Photographer Minister without portfolio in the Office of the Prime Minister with responsibility for sport, Natalie NeitaHeadley (right), has a discussion with national junior sprint hurdler Megan Simmonds (left) at the launch of the ‘Journey of Champions: 50 Years of Jamaican Athletic Excellence’ archival exhibition at the St Catherine Parish Library, Spanish Town, on Wednesday, February 1.
16
YOUTHLINK MAGAZINE | FEBRUARY 28-MARCH 5, 2012
‘Forgive My Guilt ’ part 2 yl:english literature
BERYL CLARKE Contributor
HE OPENING lines of Robert P. Tristram Coffin’s poem Forgive My Guilt are interesting. All of us consider that breaking a religious or moral standard is a sin and Coffin must have known this too. We should realise that what the speaker is saying is that there are some acts that may or may not be sinful, as far as he knows, but that he is sure of the sinful nature of something that he did.
T
writer is making in this work. Is it that plovers are pretty, that a pair of birds lived for days after
being shot, or that a grown man recollects an incident from his boyhood? All of these help to make a specific point that we know as the theme. The theme is: one’s action can bring about unexpected and agonizing results; put another way: the bitter consequences of thoughtless or careless action or inexperience.
“Thoughtless, Miss? How can you say this?” Hold on. Consider the following: the boy never seemed to realise that his intention was to destroy birds that he describes as ‘dream thing’. He tells us of their slim, golden legs and of how they ‘ran like quicksilver’. He did notice their beauty but thought nothing of destroying them. By the time he realises what his action has caused, it is too late. It appears to me that he even tries to distance himself from the incident by not saying that he took a shot but that his gun went off, which we know could not have happened without the trigger being pressed. It is, perhaps, a sign of his regret. Could he have acted carelessly? Did he shoot without taking proper aim? Think of this, though; he was only a child when this took place. What occurred may have been because he was inexperienced and had shot badly.
I would like you to imagine yourself as the persona/speaker in the poem. See yourself with the desire to undertake and accomplish something. The task in itself seems simple and you plan well. You are excited about what you are going to do. However, things do not turn out quite how you planned and instead of feeling happy you are disappointed and distraught because you have brought pain to someone or something. Can you now understand the boy’s anguish? Once the gun goes off he loses control of the situation. He does not expect that the birds would not have died immediately, nor that when they were injured he would not have been able to capture them. How could he have known that they would linger on in suffering? He had not anticipated such consequences. I hope that by now you have read this poem several times and besides paying attention to the poet’s style you have also identified the theme. If you have not yet done so, just ask yourself what point the
It is sobering to see how the speaker never escapes from this deed. It hurts him terribly to know that the birds could never fly again, never move to warm climate. He lives with the sting of regret and a longing for forgiveness. Let us move on now to consider the poet’s style. What poetic devices have you found in this poem? Is there any word that is repeated? If there is, the poet must have a reason for doing so, for I cannot believe that it is because his vocabulary is limited why he uses ran four times in five lines. Think, too, of why he uses cried, crying and cries in talking about the wounded birds. The birds are referred to metaphorically as slender flutes. What do you think the poet wants his readers to get from this description? “I never knew how their lives at last were split” suggests that in the speaker’s mind, the birds had lingered on in suffering and their dying brought him and them some measure of relief. How does this poem make you feel? Try to find out what in the poem brings out that emotion in you and how the poet is able to accomplish this. Do spend a little more time on Forgive My Guilt. I am sure you will notice that while there is no regular rhyme scheme, you can find lines that rhyme. Enjoy your week and God bless! Beryl Clarke is an independent contributor. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
YOUTHLINK MAGAZINE | FEBRUARY 28-MARCH 5, 2012
17
Let’s practise!
yl:mathematics
CLEMENT RADCLIFFE Contributor
WILL, IN this week’s lesson, present the solutions to questions similar to those presented in the external examinations. They are presented for your guidance and you are encouraged to keep these solutions for your final review just prior to the external examinations.
I
CONTINUED ON PAGE 19 18
YOUTHLINK MAGAZINE | FEBRUARY 28-MARCH 5, 2012
Test questions yl:office administration
HYACINTH TUGMAN Contributor
I, STUDENTS. Let us give thanks for life and for another day. I hope you are studying really hard as time seems to slip by really quickly and, without a doubt, you should have, by now, handed in your final SBA to your teachers. This week I am going to be looking at some questions. Try to answer them on your own then, if you are in any doubt, check with your teacher or consult your textbook.
H
1. Draw an organiation chart of your school. (5 marks) 2. Listed below are some office careers. For each, list the skills that are required to perform these tasks: (a) Telephone Operator (b) Data Entry Clerk (c ) Administrative Assistant (d) Records Management Clerk (e) Human Resources Clerk (5 marks) 3. (a) Give two disadvantages of the (2 marks) cellular office. (b) List two advantages of the openplan office. (2 marks) 3.(c) Write a memo to your grade supervisor seeking permission to hold an end-of-term social.(10 marks) (d) Most business letters have a printed letterhead. Design a printed letterhead for your school. Remember to include the school crest.(10 marks) 4. (a) What is the risk to a business if telephone calls are not answered (2 marks) promptly? (b) If you are accidentally cut off in the middle of a conversation, what would you do? (2 marks)
MULTIPLE CHOICE 1. Correspondence is usually filed in: (a) Alphabetical order (b) Subject order (c) Chronological order (d) Numerical order 2. Guide cards are used to: (a) Indicate files that have been borrowed (b) Separate files (c) List the files in the drawer (d) Show different types of files
CONTINUED FROM PAGE 18
(b) A list of current transport rates. (c) A list of all bookings. (d) A list of all travel and meeting arrangements.
3. Centralised filing means: (a) More security for filed (b) Faster access to files (c) Specialised filing clerk (d) Less security of files
4. A receptionist register: (a) Shows who has arrived without an appointment. (b) Is used to record visitors. (c) Shows all employees registered for work. (d) Records all documents received. 5. When an unexpected visitor arrives, the receptionist should: (a) Ask the person to return another day. (b) Ask the visitor to make an appointment. (c) Find out if someone else can assist the visitor. (d) Take the visitor to the person he or she wishes to see. 6. An agenda is a: (a) Notice of a meeting to be held. (b) List of decisions taken at a meeting. (c) Summary of what has taken place at a meeting. (d) List of items to be discussed at a meeting. 7. Standing orders are: (a) The arrangements for regular meeting. (b) Rules for the conduct of meetings. (c) The regular items on an agenda. (d) The method of counting votes.
11. Which of the following is not a function of the human resources office? (a) Recruitment of staff. (b) Payment of wages. (c) Induction training. (d) Dismissal. 12. Details of an employee’s application for employment, appraisal form, training courses attended and additional qualifications gained since joining the organisation are contained in his or her: (a) Service record (b) Curriculum vitae (c) Application form (d) Disciplinary record 13. A contract of employment does not include: (a) Job title (b) Rate of pay (c) Vacation arrangements (d) Details of qualifications This is all for this week. Have a productive one. Hyacinth Tugman teaches at Glenmuir High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
Clement Radcliffe is an independent contributor.Send questions and comments to kerry-ann.hepburn@gleanerjm.com
8. Which one of the following would not be needed by a travel agent when making bookings for someone who is travelling for work? (a) Details of where he or she is travelling to. (b) What the traveller’s preferences are. (c) The itinerary for meeting. (d) Dates of travel. 9. Which of the following is the least essential when visiting an overseas country? (a) Visa (b) Passport (c) Driver’s licence (d) Entry permit 10. An itinerary is best described as: (a) A travel agent’s schedule.
These Gatorade runners celebrate after completing the 2012 Sigma Run on Sunday, February 19 at the Emancipation Park, New Kingston.
YOUTHLINK MAGAZINE | FEBRUARY 28-MARCH 5, 2012
19
yl:principles of accounts
Trial balance, errors & suspense accounts
ROXANNE WRIGHT Contributor
HERE ARE two questions below and we have presented the solution for each. We suggest that you follow the principles applied and go through the workings as many times as you need to in order to ensure that you understand.
T
QUESTION 1 Joan James prepared her final accounts for the year to May 31, 2011, from a trial balance. She calculated the net profit to be $51,200. A check on the accounts revealed the following errors: 1. The purchases journal had been undercast by $2,000. [>1] 2. Postage expenses of $120 had not been posted from the petty cash book to the ledger account. 3. James had taken $500 of stock during the year for her personal use. No entry had been made in the accounts. [>2] 4. Shop fixtures and fittings $1,000 had been bought by cheque during the year and entered in the cash book. No other entry had been made. 5. Returns inwards had been entered in the trial balance as $700. The correct amount is $500. [>3] a. Prepare a statement to show James’ net profit after making necessary corrections to the original figure of $51,200. Any item which has no effect on the profit should be entered in the statement as ‘nil effect’. The balance sheet at May 31, 2011, showed James’ capital to be $120,200 before the corrections were made. b. Calculate the capital of James after the corrections were made. Show your workings.
QUESTION 2 Thomas prepared a Trial Balance on May 31, 2011. This showed that the total of the debit balances did not agree with the total of the credit balances. The difference was posted to a Suspense Account. Later investigations revealed the following errors in the books: 1. The total of the Purchases Returns Book, amounting to $749, had not been posted to the ledger. 2. The purchase for $840 of equipment for use in the office had been posted to the Purchases Accounts. 3. A sale of $1,000 to C. Whine was entered wrongly as $1,200 in his account. 4. A debit balance of $1,740 of A. Francis’ account was brought down as $1 560. This latter figure was included in the Debtors total entered in the Trial Balance.
YOU ARE REQUIRED TO: a. Prepare the journal entries to correct the above errors. b. Write up the Suspense Account, including your calculation of the opening balance.
SOLUTION
REASONING
a.
SOLUTION (a) Statement to ascertain corrected Net Profit for the year ended May 31, 2011
EXAMINATION PREPARATION TIP: (b)
CAPITAL CALCULATION
20
As you get closer to your examination, to assist with your preparation we encourage you to: - stay calm and do not get stressed even if you have a number of subjects with which you are struggling. - Find time to relax and re-energize yourself. - Be sure to eat healthy meals and drink a lot of water and natural juices. YOUTHLINK MAGAZINE | FEBRUARY 28-MARCH 5, 2012
Visit with us again next week when we present on Partnership. See you then. Roxanne Wright teaches at Immaculate Academy. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
Marketing
yl:principles of business
YVONNE HARVEY Contributor
AST WEEK’S lesson dealt with perfect competition as a market structure. Perfect competition is at one end of the market structure spectrum; at the other end is monopoly. I will begin with a definition.
L
DEFINITION AND EXAMPLES OF MONOPOLY A pure monopoly is a market structure where there is only one firm in the industry, therefore the firm is the sole supplier of that good or service. However, in the case where a firm controls approximately 20 per cent of a large market, it is considered a virtual monopoly. Examples of monopolies in the Caribbean are: m The Jamaica Public Service Company m The National Water Commission
. The product of the monopolist is unique; therefore, no close substitute for it is being produced by any other firm.
4 5
. The monopolist may price discriminate or charge people different prices for the same good and or charge different unit prices for successive units bought by a given buyer. Those who price discriminate do so in order to earn increased profits.
part 4
SHORT-RUN EQUILIBRIUM
LONG-RUN EQUILIBRIUM
It is likely that the monopolist will earn supernormal profits in the short run. Monopoly does not necessarily mean supernormal profits: some monopolies, at their profit maximizing output, face a situation where average cost is everywhere above average revenue. Thus, they are earning subnormal (less than normal) profits.
Since there are strong barriers to entry, it is likely that if the firm was earning supernormal profits in the short run, it will maintain or continue to earn supernormal profits in the long run. If the firm had been earning subnormal profits in the short run, it will leave the industry in the long run and go into an industry where it can earn at least normal profits.
HOMEWORK Your homework will be the simple task of discussing the advantages and disadvantages of the monopoly market structure. Remember, you can use economics texts to research this area. You will recall from our last lesson that, in practice, there is no market which can be classified as perfectly competitive, though I did give examples of markets approaching near to perfection. Where pure monopoly is concerned, there are vey few markets that can be classified as such in reality. Most markets, therefore, lie between these two extremes. Most markets are either under monopolistic competition or oligopoly. These two market structures (monopolistic competition and oligopoly) will be dealt with in the next lesson. Keep safe until then. Yvonne Harvey teaches at Glenmuir High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
CHARACTERISTICS/FEATURES OF MONOPOLY . As indicated in the definition, there is only one firm in the industry. The importance of this is that the demand curve for the firm’s good or service will be relatively inelastic, allowing the monopolist to exercise this monopoly power and restrict quantity, causing prices to rise substantially. Consumers will either have to pay the higher price or go without the good or service altogether.
1
. There are strong barriers to entry. A barrier to entry is anything that prevents a firm from entering an industry in the long run. Barriers to entry in this case would include things such as legal protection and government restrictions. The importance of strong barriers to entry is that in the long run new firms will be kept out of the industry.
2
. Monopolies are price makers/ fixers; since they face downwardsloping demand curves, they can choose what price to charge. However, they are still constrained by the demand curve in that, having decided on the price, they must allow the demand curve to determine the quantity. A rise in price will lower the quantity demanded.
3
PHOTO BY KAREN SUDU
Felecia Ferron (left) and Roxanne Tyrell of the St Jago High School’s track and field team point to their favourite athlete, Asafa Powell, as they viewed ‘Journey of Champions - 50 Years of Athletic Excellence’ at the St Catherine Parish Library. YOUTHLINK MAGAZINE | FEBRUARY 28-MARCH 5, 2012
21
MAUREEN CAMPBELL Contributor
OPULATION COMPOSITION refers to the characteristics of a group of people and looks at specifics such as sex, age, ethnicity, occupation, and religion. These characteristics are usually gathered from a population census which is gathered every 10 years. These characteristics are usually shown in the form of line graphs, tables, bar charts and population pyramid.
P
AGE AND SEX DISTRIBUTION Age and sex are the most basic characteristics of a population structure or composition. Not all populations have the same age and sex structure. Some populations are relatively young while others are relatively old due to different proportions of young and aged persons in the population. The population pyramid is a tool used to show the age-sex structure of the population. In other words, it is a graphic representation of the age and sex composition of a population. The population structure pyramid is based on the result of births, deaths and migration in past years. The population pyramid shows the age range of the population according to sex.
Population composition NOTE
We can also deduce information about the birth rate and the death rate of the population from a population pyramid. The dependency ratio looks at the ratio of dependent persons to economically active persons. The age groups 0-14 and 65+ are usually referred to as the ‘dependent age groups’, while the age group 15-64 is known as the ‘working age group’ or the ‘economically productive age group’ that normally supports the dependent age groups.
ETHNIC COMPOSITION POPULATION SEX RATIO
When the population pyramid has a broad base, it is indicating the large number of younger ages as a result of high birth rates. In the Caribbean, the population pyramid reflects a young population as most of the population is composed of people less than 15 years, and a small per cent consisting of pensioners 65 years and over. We can calculate the following from a pyramid: a. Dependency ratio b. Ratio of male to females c. The type of population whether young or old
make necessary decisions which will cater to the needs of the various sectors of the population. Decisions may include whether to build schools, recreational centres, caring lodges or give more pensions. The older population might be much easier to handle economically because it is much smaller in number and some have savings and investments with which they can support themselves. The age composition of a population will also dictate the kinds and number of products to be made.
This is the number of men to women in a population. The balance of males and females is important in any population. The sex ratio expresses the number of males for every 100 females. If the ratio is less than 100, this means that the total number of females has outnumbered the total number of males in the population.
THE AGE COMPOSITION
Ethnicity pertains to or is the characteristics of a people, especially a group. This group shares common and distinctive culture, religion, language and other such characteristics. Jamaica’s motto outlines the racial mixture in the island: ‘Out of many, one people’. Immigration from Europe, Asia and Africa accounts for this diverse population in the Caribbean region. These immigrants include Africans, Europeans, Indians, Chinese and many persons from the Middle East. We live peacefully together with our varied cultures and beliefs.
The age composition of a population is very important as it is used to help the government to
The team from Trade Winds Citrus relaxes in Emancipation Park after completing the 2012 Sigma Run on Sunday, February 19. 22
YOUTHLINK MAGAZINE | FEBRUARY 28-MARCH 5, 2012
yl:social studies RELIGION Religion is a unified system of beliefs and practices concerned with sacred things. Christianity is the dominant form of religion in the Caribbean; this is a European legacy. Islam and Hinduism are the legacy of indentureship. Judaism and Orthodox faiths are usually associated with other migrants.
OCCUPATION This is an activity that serves as one’s regular source of livelihood; a vocation or an activity engaged in, especially as a means of passing time; an avocation. A job is a regular activity performed for payment, which occupies one’s time. The term employment refers to a person under the service of another by hire. It may also be seen as a career, a course through life. It may also be described as a profession, a vocation founded upon specialised training. From the definition above, occupation may also be seen as a vocation to which a person is specially drawn. Workers are grouped according to occupation types along several dimensions based on tasks, skills, institutional affiliations and other characteristics of their jobs.
ACTIVITY Explain what is meant by population composition then identify the characteristic of a population with regards to its composition. Finally, suggest why it is necessary to study a population’s composition. Maureen Campbell teaches at St Hugh’s High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com