Professional Documents
Culture Documents
11
yl:social studies
The Caribbeans
natural resources
MAUREEN CAMPBELL
Contributor
ARIBBEAN COUNTRIES are not rich in natural resources. There are, however, resources that make
significant contributions to domestic economies and regional job sectors which include: fisheries,
nickel, iron, bauxite, petroleum and timber. The Caribbeans most important resource is its tropical
island setting - its environment, which has generated a unique tourism sector.
In the Caribbean, Jamaicas bauxite and alumina industry is second only to Trinidads petroleum sector as
the leading export within CARICOM. Jamaicas bauxite and alumina industry is, however, dominated by
North American firms, hence these resources and most profits have traditionally been exported northwards.
The leading Caribbean export comes from Trinidad and Tobago, which possesses substantial petroleum
reserves, and is regarded as the richest country in terms of this expensive, much-demanded natural
resource. As a result of this, Trinidad also maintains the regional role of producer of heavy industrial
products such as asphalt, ammonia and iron.
yl:mathematics
NATURAL
Multiplying
two matrices
AGRICULTURE
This is the major economic land-use activity in most Caribbean countries. Agricultures contribution to
Gross Domestic Product is not just primary production, but also the value-added transformation into foodand-beverage products, restaurant sales and employment that has a much more far-reaching contribution to
the economy.
A prosperous agricultural sector is a prerequisite for poverty alleviation and food security because the
majority of the rural poor are in agriculture, which promotes economic growth, employment and rural
prosperity. To begin with, agriculture must be valued for what it is: the bedrock of society and the cornerstone
of any economy. Agricultural development is not about helping marginal poor farmers; the agricultural sector
is a strategic sector of our economy.
CLEMENT RADCLIFFE
Contributor
E BEGAN the review of matrices last week, concentrating on the addition and subtraction of matrices.
You are asked to note the following:
In the addition of matrices, corresponding values are added.
In the subtraction of matrices, corresponding values are subtracted.
In the multiplication of matrices by a constant, the values of the matrix are multiplied by the constant.
ACTIVITIES
1. Identify four renewable and four non-renewable resources to be found in named islands in the
Caribbean.
2. Give two reasons why natural resources are essential to any country.
3. Explain the usefulness of three non-renewable resources in the Caribbean.
4. Suggest three actions that can be taken to encourage Caribbean citizens to preserve/conserve their nonrenewable natural resources. Justify why these actions will be successful.
Maureen Campbell teaches at St Hughs High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
MATRIX
CONTINUED FROM 13
yl:principles of accounts
Control
accounts
ROXANNE WRIGHT
Contributor
IRST AND foremost, knowing on which side of the accounts to place the totals given in the question is
key to solving a control account question.
BASIC RULES TO REMEMBER WHEN PREPARING THE CONTROL ACCOUNTS FOR THE:
i. Debtors/Sales Ledger Control Account
To increase the amount debtors owe Debit the account
To decrease the amount debtors owe Credit the account.
ii. Creditors/Purchases Ledger Control Account
To increase the amount owed to creditors, Credit the account
To decrease the amount owed by the creditors Debit the account.
Set off/Contra Entry figures reduce the amount owed by debtors and amount owed to creditors by the
same amount. Therefore, credit the Sales Ledger Control Account and debit the Purchases Ledger Control
Account with the smaller of the two figures given.
Ignore other items that do not affect current debtors or creditors.
WORKED EXAMPLE
The following information relating to sales and debtors was extracted from the books of a firm for the
month of October 2003.
$
Total debtors at October 1, 2001
3 500
Sales for cash
30 400
Sales on credit
21 600
Total receipts from all customers [>1]
42 900
Discount allowed to credit customers
900
Sales returns from credit customers
800
Bad debts written off
400
Increase in the provision for bad debts [>2]
600
Debit balance in the sales ledger set off against purchase ledger balance
160
Sales ledger credit balances at October 31, 2003
240
ADDITIONAL INFORMATION
The amount of $42,900 for total receipts from all customers includes $1,000 for a debt previously
written off as irrecoverable in 2001. [>3]
ACCOUNTS
CONTINUED FROM PAGE 14
REQUIRED:
a. Using the appropriate balances and information above, prepare the Saes Ledger Control Account in the
General Ledger for October 2003.
yl:english literature
Richard Cory
(part 2)
BERYL CLARKE
REASONING
Contributor
[>1]
This must also include cash received from cash sales. Subtract this before finding cash received from
debtors.
[>2]
No effect on Sales Ledger Control as entries required are:
Dr: Bad Debts (Profit & Loss) $600
Cr: Provision for Bad Debts $600
[>3]
This $1,000 cannot be entered in the Sales Ledger Control as it doesnt belong to October 2003. The
Journal Entry required is:
Dr: Cash at Bank
Cr: Profit & Loss - Bad Debts Recovered.
SOLUTION
Question: Describe this person.
Answer: He was regal in appearance, slim,
gentlemanly, handsome and clean. He
dressed soberly.
a.
WORKING
[w1]
Asheika DJ Shieks Cunningham winner of the Honey Bun School Dayz Sing-a-thon (Round 1)
in action at the Awards Presentation. Looking on are Daina Fletcher, one of the finalists in the
competition and Antoinette Morgan, Honey Bun Promotions and Customer Service Manager.
15
yl:english language
Summary
writing
NATASHA THOMAS-FRANCIS
Contributor
Antoinette Morgan, Honey Bun Promotions and Customer Service Manager presents Asheika
Cunningham, Winner of Honey Bun School Dayz Sing-a-thon (Round 1) Competition with her Laptop
(notebook) and a Honey Bun gift basket.
In summary writing, your language
should be simple, clear and concise:
SIMPLE
A summary restates the essential
meaning of a passage. You usually
exclude: figures of speech, specific
examples, statistical data, repetitions or
any device used by a writer which does
not add to the basic meaning.
MAIN IDEA
Your reader must be able to gather the
meaning of the original passage easily
and accurately.
CONCISE
SUPPORTING DETAILS
CLEAR
WRITERS INTENTION
This is the writers purpose. It may be
yl:office administration
LETTER OF ACCEPTANCE
When an applicant is selected for the post, he/she is sent an offer of
appointment along with the contract of employment. If the offer is
Here are some short-answer questions based on the unit I have just
completed.
1. What steps should you consider when you are searching for a job?
2. Describe the major sections of a rsum?.
3. What important pointers should you keep in mind concerning the
appearance of your rsum?.
4. What is the purpose of a cover letter?
5. What major pointers should you keep in mind when preparing for
an employment interview?
Until next week, remember the golden rule, STUDY, STUDY. God
bless you all.
Hyacinth Tugman teaches at Glenmuir High School. Send questions and comments
to kerry-ann.hepburn@gleanerjm.com
Dr Walton Small (right), principal of Wolmers Boys School, greets top academic performers (from left) Tarik Garvey, Deeshai Escoffery, Chavan Lyttle, Wai Leug NG and
Christopher Lewis at the schools Blue Report Awards Ceremony for academic excellence at The Mico College auditorium on Monday, March 7.
YOUTHLINK MAGAZINE | MARCH 22-28, 2011
17
yl:biology
Patterns of
inheritance
MONACIA WILLIAMS
Contributor
OW ARE you all this week? Have you begun to assess your readiness for exams as yet? If you
havent, you need to begin now! The CSEC timetable is available online, so you can access it and get
an idea of what your personal timetable will be like.
Genotype: All Aa
Phenotype: all normal
What happens if the other parent is normal but heterozygous? Before we do this cross, is there anything
familiar about the scenario that we are investigating? Of course there is! It follows the same pattern as the
Back cross or Test cross, so already you should be able to tell me the result!
Last week, we looked at an example of a monohybrid cross involving the homozygous dominant and the
homozygous recessive. This week, we will look at more examples of monohybrid crosses starting with the
one that we did not complete last week. Do you remember what it was? Yes, it was the cross of the
heterozygous dominant with the homozygous recessive.
Notice the difference in the ratios. When the homozygous dominant (YY) is crossed with the
homozygous recessive (yy), all the offspring have the same phenotype as the parent, but their genotype is
different; it is heterozygous (Yy). When the homozygous recessive (yy) is crossed with the heterozygote
(Yy), one half of the offspring has the same phenotype (yellow) as one parent and the other half, the same as
the other parent (green).
This type of cross with the homozygous recessive as one parent is known as the Test cross or Back cross.
It is used to determine the genotype of the other parent, that is, whether it is homozygous dominant or
heterozygote. Remember that when crossed with the homozygous dominant, all the offspring will have the
same phenotype as the dominant parent, and when crossed with the heterozygous, one half of the offspring
will have the phenotype as the dominant parent and the other half as the recessive parent. This is an
important fact to remember because it is a question that is often asked in exams!
What else do we need to remember to answer this question correctly? We need to remember that human
beings do not usually have four children as a result of one pregnancy. This means that we would answer the
question by saying that there is a 50 per cent chance that a union between an albino and a normal
individual can produce an albino offspring. This has to be the answer since we do not know because the
genotype of the other parent is unknown.
Can two normal individuals produce an albino offspring? Come on, use the knowledge acquired so far
and make an educated guess! Did you say yes, they can? If you did, you are correct! This can happen if the
two parents are heterozygous normal! Let us see.
What is the genotype of the heterozygote? It is Aa. Let us now look at the cross of the two heterozygote
parents.
Let us look now at the inheritance of a human characteristic, albinism. This condition is only expressed
when the individual is homozygous recessive. An individual who is an albino lacks the gene responsible for
the creation of the pigment melanin. Because of this, the affected individual is devoid (lacking) of all forms
of pigmentation.
If one parent is an albino, does this mean that the children (offspring) produced from the union will be
albinos? We can determine the results by doing the monohybrid cross. Let us do it now. What do we need to
remember?
Albinism is a recessive condition caused by a recessive gene.
Individuals with the heterozygote and homozygous dominant genotypes will be phenotypically normal;
that is, having normal pigmentation.
The following genetic diagram gives the result obtained if one parent is an albino and the other parent is
normal with the homozygous dominant genotype. Do you remember how we decide on the letter that will be
used to represent the gene? Yes, we use the first letter of the name of the condition, so since the condition is
albinism, we use A for the dominant and a for the recessive.
18
Do you notice anything here? There are three different types of genotype present in the following ratio.
Genotype ratio: 1AA:1Aa:1aa
What is the phenotypic ratio? Did you say three normal to one albino? You did! You are perfectly right! So
what is the answer to the question? Yes, two normal individuals can produce an albino child!
Now get your pass papers and practise answering genetic questions. Next week, we will look at codominance and the inheritance of blood groups. See you then!
Monacia Williams teaches at Glenmuir High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
yl:information technology
FLOW CHARTS
A flow chart is a graphical representation of an algorithm. It uses special geometrical objects to
designate the basic steps of a program which are:
Algorithms
A PARALLELOGRAM
This is used to represent the input operation as well as the output operation
A RECTANGLE
(part 2)
NATALEE A. JOHNSON
Contributor
OOD DAY students. In this weeks lesson, we will continue to look at algorithms and begin to look at
flow charts.
A DIAMOND
This is used to represent a decision (if-then-else and loops) structure.
OUTPUT STATEMENTS
We also have a statement called the prompt statement. A prompt statement is actually an output
statement which displays on the screen to the user a message indicating to the user what actions to take
based on the program written. For example, you may be asked to write a psuedocode algorithm to accept
two numbers and prompt the user to enter the numbers (this would be done via the keyboard). This is how
you would write the prompt statement.
AN ELLIPTICAL SHAPE
This is used to represent the terminal indicators, START or STOP
ASSIGNMENT STATEMENTS
Assignment statements are used to give initial value to variables and to change the value assigned to a
variable. The assignment statement has two parts, the Left value and the Right value. The Left value refers to
the variable as the storage location where the Right value will be stored. The Right value refers to a value
which may be the result of an expression or the content of another variable. The assignment statement will
be written as follows:
DIRECTIONAL ARROWS
These are used to indicate the flow of the logic in the algorithm.
THE CONNECTOR
In Example 1 above, you were required to read the values of three numbers find the product of the
numbers and output the product.
EXAMPLE 1
Write a pseudocode algorithm to read the values of three numbers, find the product of the numbers and
output the product.
We have come to the end of this lesson in our series of lessons in the CSEC information technology
lectures. See you next week, when we will look at control structures and continue to look at flow charts.
Remember, if you fail to prepare, be prepared to fail.
Natalee A. Johnson teaches at Ardenne High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
19
yl:geography
Exam
questions
The third layer is the understorey. The trees are smaller in nature and the crown is not as thick. Most of
them will probably be about five to 15 metres tall. This layer may support some lianas and epiphytes.
The fourth layer is the shrub layer. There are ferns and small young trees here.
The forest floor is the last layer. Covered by a carpet of leaves, it is almost bare of vegetation, unless
there is a break in the canopy. In order to survive, plants need water and sunlight. Because the canopy
blocks out as much as 90 per cent of the sunlight from reaching the forest floor, very little or no vegetation is
found on the forest floor. Where there is a break in the canopy, the undergrowth is more luxuriant.
(part 5)
MARJORIE HENRY
Contributor
UESTION FOUR is the third and last question in section B (Natural Systems) of the question paper. In
reference to the 2010 examination, here is that question.
(4marks)
(a) Draw a cross section of a hurricane to illustrate its structure.
(8 marks)
(b) Describe four layers of vegetation in tropical rainforests.
(8 marks)
(c) With the aid of a diagram, explain how rain shadow areas develop.
(d) Explain why the temperature is usually much lower on the summit of a mountain than the surrounding
(4 marks)
lowlands.
Total 24 marks
Do you notice anything similar with this question and question three? In the event you did not, part (a) in
both is similar in that you are required to do a diagram. May I encourage you to practise drawing diagrams
for the different topics as you revise them. Even if this is not done at school, go through your textbooks and
find diagrams relevant to the topics you are studying. This will certainly help you to be better prepared for
the examinations.
Here is a diagram in response to part (a) of the question:
yl:history
1776-1985
UNITED STATES INTERVENTION IN CUBA, PUERTO RICO AND PANAMA
Remember, your diagram must be neatly drawn, clear, properly labelled and presented with a title.
(b) The Equatorial regions support a luxuriant type of dense vegetation - the tropical rain forest - because CUBA
of the very heavy rainfall and uniformly high temperatures. The forest has a distinct layer arrangement. There
The United States has always had a deep interest in the island of Cuba. In the 1890s, Cuba engaged in
are five distinct layers. You have, however, been asked to describe only four of these layers.
armed struggle against Spain in order to gain its independence. One of the leaders of this struggle was the
poet Jose Marti who died early in the struggle. The United States took an interest in the conflict, as she was
The emergent layer, also the tallest layer of the entire forest structure. This layer is called emergent
shocked by reports of Spanish excesses in crushing the revolt. In addition, the US government became
layer because trees here reach a height of 40 to 50 metres. They have emerged from the canopy layer to
increasingly concerned about US investments (estimated to be over $50 million) as the conflict intensified.
reach out for more sunlight. To be here, the trees are usually experiencing strong winds and intense heating In 1898, the US military intervened in the conflict after the sinking of the ship the USS MAINE in the Havana
of the sun. Few trees can reach this layer because not many can push through the thick canopy.
harbour. Spain was easily defeated and by the Treaty of Paris in December 1898, the US assumed control of
Puerto Rico and the Philippines. Cuba was granted independence and became the Republic of Cuba.
The second layer is the canopy. The trees here are about 20 to 30 metres tall. Their crowns are
During the period 1898 and 1902, Cuba was governed by the US military. It was placed directly under
interlocked together, forming a thick canopy. The canopy layer is an important layer because it is the place
American control by the terms of the Platt Amendment to the Cuban constitution. This amendment granted
where most animals in the tropical forest make their homes. The canopy also blocks out most of the
Cuba complete control over its internal affairs in matters such as sanitation and health, but generally
sunlight from the forest floor. As a result, it can be quite dark when you walk into the rainforest. Hanging
undermined Cuban autonomy by stating, among other things:
from the canopy may be non-parasitic plants such as lianas and epiphytes. Lianas are thick, woody vines
Cuba could not conclude treaties with foreign powers without the approval of the US.
that may grow to a length of 100m. They climb up the trees in search of sunlight. The epiphytes, on the
The US had the right to intervene in Cuba whenever it felt that her economic, military or human
other hand, are ferns and orchids. These grow on the trees but they make their own food. Parasitic plants are
interests were threatened.
also found in the tropical rainforest.
PLEASE SEE 1776-1985, PAGE 21
20
yl:principles of business
1776-1985
CONTINUED FROM PAGE 20
Cuba was obligated to lease or sell the US land
necessary for the establishment of coaling or naval stations.
Cuba could not borrow money in excess of what its
normal revenue could pay, but first it needed the approval of
the US.
PUERTO RICO
The policy of establishing American control rather than
direct rule was also followed in Puerto Rico. After only a short
period of rule by a military governor, the US Congress passed
the Foraker Act in 1900. This gave the island a civilian
government and a law-making body of elected Puerto Ricans.
However, final power rested in the hands of the United States
through the Puerto Rican senate, made up of an American
governor and five official members appointed by the American
government. Judges in the Puerto Rican Supreme Court were
also appointed by the United States. American labour leaders
and racist politicians were satisfied by another section of the
Foraker Act which stated that Puerto Ricans were not American
citizens and could not travel freely to the United States.
Americans quickly became active in Puerto Rico, carrying
out programmes such as those in Cuba. Malaria, yellow fever
and other diseases were controlled. Work started on large-scale
harbour repairs, road-building schemes and irrigation projects.
PANAMA
With the United States westward expansion across the North
American continent and the possession of territories in the
Pacific such as Hawaii, Guam and the Philippines, she became
interested in constructing and controlling a waterway through
Central America. Panama was chosen as the most ideal
location.
In 1850, the United States and Britain signed the ClaytonBulwar Treaty in which both countries agreed to share the
construction of a canal. A French company in the 1880s had
acquired the rights to construct a canal by 1904, but the French
attempt at building a canal in Panama was abandoned as a
result of the high construction cost and the plague of tropical
diseases such as malaria and yellow fever. By 1901, American
scientists found a cure for yellow fever and in that year, the
United States signed the Hay-Pauncefote Treaty that released
her from the Clayton-Bulwar Treaty and gave the United States
the sole right to build and control this canal.
In 1900, Panama was not an independent country but was a
province of Colombia. The United States, therefore, had to
make an agreement with Colombia in order to acquire the land
area to construct a canal across Panama. The United States
agreed to pay $10,000,000 to Colombia as down payment and
promised to pay $250,000 annually for a Canal Zone of 10
kilometres. Initially, the Colombian government agreed, but,
there was a change of government and the new government
took the position that the previous agreement was inadequate
and demanded a higher sum. The United States realised that
the Colombian government was being uncooperative and
encouraged the Province of Panama to rebel against its
Colombian government and seek its independence.
In 1903, Panama rebels declared their independence and
President Theodore Teddy Roosevelt sent American troops to
The
entrepreneur
YVONNE HARVEY
Contributor
T IS so good to be with you all again. This week, we will start a new section of the
syllabus, section three, Establishing a Business. This involves the concepts of
entrepreneur and entrepreneurship. Also, we will consider the role of the
entrepreneur and the characteristics of the typical entrepreneur.
REVISION ACTIVITY
1. In which year was the famous Monroe Doctrine issued?
a) 1822
b) 1823
c) 1832
d) 1833
2. The policy outlined in the Monroe Doctrine was in
response to:
a) An invasion of the New World by the Holy Alliance
b) Britains quest to safeguard her interest in the New World
c) Roman Catholicism versus Protestantism
d) Spains quest to regain her South American colonies
3. The immediate cause of the Spanish-American War of
1898 was the:
a) Blowing up of the United States ship Maine
b) Decline in trade between Cuba and the United States
c) Denial of basic human rights to the Cubans
d) Threat to the United States investment in Cuba
4. In 1902, it was agreed that the United States could
intervene in Cuba for the preservation of independence, and
for the protection of life, property and individual liberty. The
document which gave these concessions to the United
States was the:
a) Declaration of Independence
b) Monroe Doctrine
c) Platt Amendment
d) Roosevelt Corollary
5. I took Panama. This statement was allegedly made by:
a) Franklin D. Roosevelt
b) Theodore Roosevelt
c) William Taft
d) Woodrow Wilson
1) B
2) D
3) A
4) C
5) B
ENTREPRENEUR
CONTINUED FROM PAGE 21
7. The bearing of risks. A risk is a chance. There are two types of risks - insurable and non-insurable
risks. It is the responsibility of the entrepreneur to take out policies against those risks which can be
insured, for example, threat of theft, fire, flooding and so on. Those risks which cannot be insured against
must be borne on the shoulders of the entrepreneur. Such risks are referred to as uncertainties, for example,
a sudden change in the demand for the product. Entrepreneurs must be willing to take risks or chances in
order to make profits.
8. The reaping of profits or the bearing of losses of the business. The entrepreneurs reward for
organising the factors of production and bearing risks is profit. To gain profit, the entrepreneur must sell the
good or service for more than it costs him to produce, that is, average revenue must be greater than average
cost. If he sells for less than it costs him to produce, he will make losses and, in the long run, he will leave
the industry and go into one where he can at least make normal profit.
In some forms of operations by entrepreneurs, profits and losses are shared, for example, partnerships.
In other forms, for example, the sole trader, profits and losses belong to the owner of the business.
Your task for this week is to do some research on what should be the characteristics of the typical
entrepreneur. Write a few sentences on each characteristic.
Take care until next week.
Yvonne Harvey teaches at Glenmuir High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
yl:chemistry
FRANCINE TAYLOR-CAMPBELL
22
Contributor
MAIN POINTS
Concentration is expressed as the amount of solute in a
given volume of solution
Concentration is expressed in units of moles of solute in
1dm3 of solution (mol/dm3)
Mass concentration is the mass of the solute in 1dm3 of
solution (g/dm3)
A standard solution is a solution, the concentration of which
in mol/dm3 is known or can be calculated.
For example, calculate the mass of sodium carbonate needed
to make up 500cm3 of a 0.20M solution.
M (molarity) is the number of moles in 1dm3, that is mol/dm3.
Thus, 0.2M = 0.2 mol in 1000cm3 (1dm3)
X mol == 500cm3
X = (500x0.2)/1000 = 0.1 mol
Mr of Na2CO3 = 106g, thus, the mass of 0.1 mol = 106x0.1 = 10.6g
10.6g of Na2CO3 dissolved in 500cm3 has a concentration of 0.2M
ALTERNATIVE METHOD
What mass of NaOH is needed to make up 250cm3 of a 2M
solution?
2M = 2 mol in 1000cm3 (1dm3)
Mr of NaOH = 40g then 2 mol == 80g
80g = 1000cm3
Xg = 250cm3
X = (250*80)/1000 = 20g of NaOH
CONCENTRATION CALCULATION
As stated earlier, concentration can be expressed in mol/dm3
and g/dm3.
For example, what is the concentration of 20cm3 of sulphuric
acid containing 0.25 mol H2SO4?
0.25 mol == 250 cm3
x mol == 1000cm3 (1dm3)
x = (0.25x1000)/250 = 1 mol concentration = 1 mol/dm3
Calculate the concentration in g/dm3 of the same solution?
Since, 0.25 mol H2SO4 is present in 250cm3
Mr of H2SO4 = 98g mass of 0.25 mol = 98x0.25 = 24.5g
Thus, 24.5g === 250cm3
X g ==== 1000cm3
X = (1000x24.5)/250 = 98g concentration = 98g/dm3
Do divas (from left) Shanika Bingham, Krystal Owens, Lishawn Mighty, Callette Daley, Danielle Brown and
Chanice Green make Youthlink look fashionable, or is it the other way around?
ALTERNATIVE METHOD
Since the concentration = 1 mol/dm3 ,
concentration in g/dm3 = 1 mol/dm3 x Mr = 1 mol/dm3 x 98
g/mol = 98g/dm3