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YOUTHLINK MAGAZINE |12 FEBRUARY 26-MARCH 4, 2013

NATASHA THOMAS-FR

ANCI

SContributor

HELLO! AS was promised last week, I will provide you with the

answers to the prose comprehension exercise.

a) What meaning is conveyed by the word acres in line 1?

The term refers to the large space for privacy which teens require.

b) Identify two of the biggest of all changes in child-parent

relations, according to the writer.

You could choose any two of the following:

Children have adult concerns.

Children want their privacy.

Children no longer trust their

parents intentions.

c) What does the phrase not locked in place mean?

This phrase means that the changes in teenagers are not

permanent.

d) What, according to the passage, are causes of the shifts in

child-parent relations?

The childs brain is maturing and, therefore, he/she is more

capable of independent thought.

e) To whom does the word you in paragraph 2 refer?

You refers to parents/guardians.

f) What, according to the passage, is the preoccupation of (i) girls

and (ii) boys?

Girls tend to talk about their feelings and social life while boys are

concerned with issues of power and masculinity.

g) Why, according to the writer, are boys perplexed?

Boys are perplexed because they are physically stronger than theirmothers yet they are dependent on them.

How well did you do in your responses to the questions?

Well, let us turn our attention to a poetry exercise. Re-read the

guidelines on responding to poetry, given in last weeks lesson, then

apply them to the following poem:

part2Developing yourcomprehension skills

ON PLATFORM 5*

I watch you gripping your handsThat have grown into the familiar contours

Of old age, waiting for the train

To begin its terrifying journey

Back to yourself, to your small houseWhere the daily habit of being alone

Will have to be learnt all over again.

Whatever you do with your lined face

Nothing disguises that look in your eyes.Between you and your family

Words push like passengers until

Your daughter kisses you goodbye Uttering those parting platitudes*

That spill about the closing of a door.

For them your visits over and relief

Jerks in the hands half-lifted now to wave.

Soon there will be far distances between

and duty letters counting out your year.A whistle blows. The station moves away.

A magazine stays clenched upon your lap.

And your white knuckles tighten round each fear.

Edward Storey

A TIME TOGETHER

Belled out of bed into cheapclothes stale from three days wear,washing the eyes from my sleepwith water, combing what hair

5 is left of my life, I flopback on my unmade bed.

Any comics to swap?

Better to laugh instead

of acting imprisoned10 four- eight- three said. I listened.

Months later they found him hungby blanket from these bars -this window which isnt -bleached face, blue lip, tongue

15 black, big as a cricket ball.How human. After allthose nervous nights at theftof valuables, he leftonly embarrassment.

20 Prisoners were hesitant

walking by his cell that week.Some asked me my opinion;Id known him at Long Bay.Hardly my dominion

25 really. Perhaps life mayhave somehow been too muchby being not enough.

Difficult to say.

Apart from one handcuff,30 one clinging crab-like claw

of a pair that held us fora time together, kin,

neither had kept in touch.

Eric Mackenzie1. The title of this poem containsA. A clichB. A euphemismC. A punD. A hyperbole

2. The advice four-eight-three had given to his former cell-mate now seemsA. IronicB. SincereC. ArtificialD. Ridiculous

4. In lines 24 - 25 the speaker suggests thatA. Four-eight-threes suicide is none of his business.B. Unlike the dead man he was not from Long Bay.C. He had not known the dead man very well.D. He is unqualified to explain another mans motive.

5. The tone of this poem can be best described asA. ConversationalB. Impassioned

C. CynicalD. Puzzled

*Plat

form 5 - the place from which the train departs, andwhere people bid travellers goodbye

*Platitu

des - commonplace remarks

a) Briefly explain what the poem is about.

b) Why is the journey seen as terrifying? (line 4)

c) What is the look (line 9) in the persons eyes?d) Why does the old person have to learn the daily habit of

being alone ... all over again (lines 6-7)?

e) What does the word relief (line 15) suggest about the

relatives attitude to the old persons visit?f) What does the poet suggest by his use of ... duty letters

(line 18)?

g) Identify one simile and one metaphor in the poem andthen explain the use of each figure of speech.

Now read this poem too and respond to the multiple-choice

questions which follow. You will still need to follow the

guidelines previously given.

We will look at the answers to both exercises in next weeks class.

Blessings!

Natasha Thomas-Francis teaches at Glenmuir High School. Send questions and

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yl:english language

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YOUTHLINK MAGAZINE | FEBRUARY 26-MARCH 4, 2013 13

NATALEE A. JOHN

SONContributor

GOOD DAY, students. This is lesson 23 in our series of IT lessons. In this weeks lesson, we willconclude looking at control statements and will also look at trace tables.THE REPEAT - UNTIL LOOP

Here is an example to illustrate the explanation that I had provided in the previous lesson on the repeat

loop.EXAMPLE 1

Control statements

yl:information technology

continued

TRACE TABLE

A trace table is an important tool for testing the logics of a pseudocode for accuracy. A trace table is a

rectangle array of rows and columns. The column headings are the variables in the pseudocode. As

instructions in the pseudocode are carried out and the variables are modified, the changes are recorded in

the appropriate column in the table. When the pseudocode terminates, the final values in the trace tables

should reflect the correct result.

Let us look at an example of how a trace table is executed using Example 1 shown below.

EXAMPLE 1

Write a pseudocode algorithm to read a set of positive integers (terminated by 0) and print their average

as well as the largest of the set.

THE TRACE TABLE FOR EXAMPLE ONE

Example 1

We will use the following numbers as input for the trace table: 2, 5, 6, 1, 10 and 0.

For the example above, you will first initialise your variables as shown in thealgorithm.

Then you would repeat step two to step five until the user enters 0. The

programwill then stop.

The average will be calculated (24/5), average is 4.8

Both the average and the largest value will be printed which is 4.8 and 10,respectively.

We have come to the end of this lesson. See you next week when we will look at

relational operators and begin a new unit. Remember that if you fail to prepare you

should be prepared to fail.

Natalee A. Johnson teaches at Ardenne High School. Send questions and comments to

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FR

ANCINE TAYLOR-CAMPBELLContributor

REVIEW OF FACTS

THE FORMULA of a compound shows how many atoms of eachelement are present in a molecule or formula unit. The empirical formula is the simplest formula, which representsthe composition of the compound. The actual formula is called the molecular formula. It is generallya multiple of the empirical formula and is calculated from the molarmass.

PERCENTAGE COMPOSITION

1. Calculate the Mr for the compound eg. Ammonium phosphate(NH4)3PO4Mr = (14 + (4*1))*3 + 31 + (4*16) = 149 1 mole = 149g

2. Calculate the mass of each element in one moleN = 3*14 = 42g H = 3*4*1 = 12g P = 31g O = 4* 16 = 64g

3. Calculate the % of each elementN = (42/149)* 100 = 28.2% H = (12/149)*100 = 8.1% P =(31/149)*100 = 20.8%O = (64/149)*100 = 43.0%

EMPIRICAL AND MOLECULAR FORMULAEThe formula of glucose is given as C6H12O6. This shows that the

compound glucose is made of 6 atoms of carbon, 12 atoms ofhydrogen and 6 atoms of oxygen. This is the molecular formula.

The empirical formula of glucose is CH 2O and is the whole numberratio of the elements in this compound.

To find the empirical formula from combustion or percentagecomposition data, the number of moles must be found.

N

ot

e: Number of moles = Mass (g)Molar mass (g/mol)

Calculate the empirical formula of the compounds with the

following percentage composition.

(i) 34.5% Fe, 65.5% Cl

METHOD

Elements present Iron (Fe) Chlorine (Cl)Percentage by mass 34.5% 65.5%Mass of element in 100gof the compound 34.5g 65.5gRelative atomic mass 56 35.5Number of moles of element 34.5/56 65.5/35.5

= 0.616 = 1.85Ratio of moles 0.616/0.616 1.85/0.616

= 1 = 3

Empirical formula = FeCl2

2. Calculate the empirical formula of the compounds formed in thefollowing reactions.

(ii) 3.40g calcium form 9.435g of the chloride

METHOD

Elements present Ca lcium (Ca) Chlorine (Cl)Mass of each element 3.40g 9.435-3.40 = 6.035gRelative atomic mass 40 3 5.5Number of moles 3.40/40 6.035/35.5

= 0.085 = 0.17Ratio of moles 0.085/0.085 0.17/0.085

= 1 = 2

Empirical formula = CaCl2

In determining molecular formula the empirical formula and/or themolar mass must be known. Calculate the molecular formula of thehydrocarbon containing 85.7% carbon, given that the molar mass is56g/mol.

Method 1: 85.7% C 14.3% HMass in 100g 85.7g 14.3gNo. of moles 85.7/12 14.3/1

= 7.14 = 14.3Ratio of elements 1 : 2Empirical formula = CH2, Mr = (12+2 = 14g)Molecular formula: (CH2)n = 5614n = 56 therefore n = 4Formula = (CH2)4 = C4H8

Francine Taylor-Campbell teaches at Jamai ca College. Send questions and

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Chemical formulae and equations

yl:chemistry

yl:english literature

BERYL CLARKEContributor

THE SHORT story that we are now going to explore To Dah-

duh in

Memoriam is set in Barbados and, therefore, presents us with

familiar features. Before we proceed, however, it would be

sensible of us to consider the title. Have you checked the word

memoriam to get its meaning? Even if you did not you should have a

fair idea of what it suggests. From the title, we learn that this story is

dedicated to the memory of someone. In addition, we are able to see

that the person to whom it is dedicated is dead.

There are only two major characters here, Dah-duh, in whose

memory this literary work was written, and the narrator who is hergranddaughter. Our story focuses on the struggle between Dah-duh

and this grandchild. Their conflict is, of course, because of the

differences in age, outlook and cultures. It does seem rather strange

that the old woman would initiate this clash. What reasons can you

find for the grandmothers reaction to her granddaughter? Remember

now that the story is told from the perspective of the grandchild, not as

the action unfolds but as she remembers them when she is a grown

woman. Let me ask you this question. What is it that she remembers

about her grandmother and how does she feel about their relationship

at the point when she revisits her past? Let us see!

She recognizes her grandmothers frailty because of her age yether determination to be strong. She was 80-odd years old but moved

swiftly and had eyes with the curiosity of a child. See how the writer

prepares us for the coming conflict by telling us about her curiosity

that would later come into play when she questions the child! There is

an expression that says curiousity kills the cat, and it is that desire to

know that eventually knocks all the steel from Dah-duh.

Our nine-year-old narrator is no sooner introduced to her

grandmother than she engaged in a contest of wills with her. We

looked silently at each other for a long time there in the noisy shed,

our gaze locked. She was the first to look away. She concludes that

she, with her small strength, has won because Dah-duh could not

outstare her. It is significant that she believes that her mother is

reduced to the status of a child in her grandmothers presence and

reveals her strength of character in being able to stand up to her. Here

again we learn that young Adrys little girl is no pushover.

She remembers how she was taken to a different part of her

grandmothers holding each day and the questions she was asked

about New York where she lived. More important, she realised that the

questions were designed to show her that Barbados was a better place

than New York. At first, she did feel that there was something lacking

in New York. However, when she got the opportunity to describe snow

and the buildings, machines, electric lights, household gadgets and so

on, Dah-duh was shocked and began to realise that not only was New

York different but s uperior.

Her last hope was pinned on the height of the royal palm. She

thought that nothing even in New York could be taller. She was

overwhelmed to learn that nothing could be further from the truth. The

child was sorry that she had to tell the truth as she saw how each

defeat took the brisk stride from grandma.

It is clear that our storyteller is like her grandmother in her mentalstrength and sense of loyalty. Dah-duh saw the strength in the child. I

hope you noticed that it is her hand to which Dah-duh clings when

they make the journey from the airport to their home in St Andrew. It is

this granddaughter whom she takes under her wings and it is with her

that she chooses to share her love for and loyalty to her country. Even

after she receives the first setback when she learns about snow, she

gives her sweetie money.

Finally, she becomes enraged when she loses all hope of finding a

way to outdo her grandchild. She becomes weak and listless, unable

to take her daily explorations. As she sinks, her child companion

remarks on the changes that have suddenly occurred in Dah-duh. Here

again the reader prepares us for the end. We have watched aseemingly energetic old woman slide almost into a stupor as she is

bested by her grandchild at every turn. The collision between her

quiet, rural, lacking-in-modern amenities home and the advanced

American way where a black child could beat up a white one and

things she had never seen or, perhaps, even heard of, was too much

for her.

We will continue our discussion in our next lesson. In the interim,

please consider the narrators feelings when she looks back. God

bless!

Beryl Clarke is an independent contributor. Send questions and comments to

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To Dah-duh in Memoriam

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H

YACINTH TU

GMANContributor

PURCHASING IS simple buyinganything from suppliers. However,in any business organisation items

must be purchased in a systematic

manner for the smooth operation of thebusiness. In the department, one personmay be in charge of purchasing.

The staff responsible for purchasing isto ensure that materials and equipmentare available immediately when required

in the organisation. Purchases mustprovide value for money and be withinbudget. Purchases must be authorisedby the manager.

RESPONSIBILITIES OF THE

PURCHASING DEPARTMENT

Sourcing suppliers. Thepurchasing manager will source the best

materials that will be of benefit to thebusiness. There will be a list offrequently used suppliers. Thesesuppliers are expected to provide quality

goods at competitive prices. Cataloguesand brochures are usually given to thepurchasing department. A catalogue is abook containing a list of items, including

pictures, that can be bought from aparticular supplier. They may or may notshow the prices of the items listed, but

more than often the prices are shown isa separate list.

Negotiating. The purchasingmanager will negotiate with the suppliersto get the best price for goods and

prompt delivery. When a decision hasbeen made as to who is the supplier, an

order is placed. The following should beincluded on the order form.

- Purchase order number

- Name and address of buyer- Name and address of supplier- Suppliers quotation- Full details of goods

- Delivery date- Delivery address- Trade discount- Terms of payment

- Signature of person authorising theorder

Placing contracts. A supplier mustprovide goods or services at statedtimes. A contract is a legally enforced,binding agreement between two or more

parties. A contract involves an obligationon the part of the contractors. Thiscontract may be expressed verbally or inwriting.

Maintaining suppliers records.The purchasing department must

monitor stock records so that supplies

can be reordered in good time so as notto stall the production process.

RELATIONSHIP WITH OTHER

DEPARTMENTS

In order for the purchasing

department to carry out its functionseffectively, it requires input from theother departments in the organisation.

The stock room must clearly monitorlevels of stock so that the purchasingdepartment can be given sufficient time

to select the best supplier.

The receiving department reports to

the purchasing department about the

condition, quantity and the quality of the

goods received. This informationenables the purchasing department to

decide whether to continue ordering

from the supplier.

The accounting department checks the

accuracy of figures shown on invoices

and makes payment.

DUTIES OF A PURCHASING

CLERK

The following are the duties of a

purchasing clerk:

Receiving and checking

requisitions against stock issued andstock held

Filing of purchase records

Maintaining stock records

Maintaining database of suppliers

Recommending suppliers

ACTIVITY

Your supervisor has reacted to a

particular problem with a decision to

send a letter to all 3,000 staff today, if

possible, otherwise first thing tomorrow

morning. You put in a requisition for

3,000 C5 envelopes to be delivered

today. The storeroom clerk rings you to

say that they have no stock of C5

envelopes although the stock record (on

computer) shows that there should be

1,500 in store. He has contacted the

organisations usual supplier who saysthey can deliver tomorrow afternoon.

1. What would you do?

2. Why might there be the discrepancy

between the stock record and the

actual stock?

3. Which of your ideas do you think ismost likely?

This is all for today.

Hyacinth Tugman teaches at Glenmuir High

School. Send questions and comments to

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The purchasingdepartment

yl:office administration

ANTHONY MINOTT/FREELANCE PHOTOGRAPHER

Goal shooter Gizelle Allison from Unity Strikers scores over Dream Teams goal keep, Malaka Crooks.Unity Strikers won that game 10-2.

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MONACIA WILLIAMSContributor

HELLO, STUDENTS, how are you all this week? I trust that

everything is going well for you and that you are still keeping

up with your studies and SBAs. Remember that time waits for

no man and before you know it you will be sitting in the exam room

using up your final chance. Make use of the time that you have now!

Over the last two weeks we have been looking at the two types of

cell division: mitosis and meiosis. Among other things, you need to

remember that mitosis is the type of cell division that occurs in

asexual reproduction while meiosis occurs in sexual reproduction.

Why am I reminding you of this now? I am doing this because there a

few bits of information that you need to know about asexual

reproduction that we can include under this topic. It is important that

you make connections between the different topics in order for you to

do well, so here goes.

In asexual reproduction there is only one parent and all the

offspring produced by that parent are identical to that parent. This

feature of asexual reproduction is quite useful to farmers and

horticulturalists because when it is used they can control the results

they will get from their crops. Take for example, cane farming which is

done in most Caribbean islands. Have you ever thought about how

sugar cane is planted? Commercially, the stem of the cane is cut into

pieces and these are planted in the ground, for non-commercial

purposes, the top of the sugar cane is usually cut off and planted. This

is an example of asexual reproduction in use and it guarantees that if

all the growth factors are kept constant, the farmer will get the same

yield from his field year after year.

Scientists have also developed commercial ways of cloning plants

that do not usually carry out asexual reproduction by using a

procedure known as tissue culture. Tissue culture was developed as a

method to retain valued and valuable characteristics in plants and is in

use to produce large numbers of plants for commercial use. In

Jamaica, the Scientific Research Council has cloned plants such as

yam, bananas and pineapple using tissue culture. In developed

countries, animals have also been cloned. In 1996, the first farm

animal was cloned from a single parent in England. This animal was a

sheep and she was given the name Dolly. She died from complications

resulting from lung cancer and arthritis in 2003.

Sexual reproduction, on the other hand, does not produce identical

offspring. Look at your family, if you have siblings. Are you identical to

your same sex sibling? Your answer will most likely be that you are

not! You will find that even while you share similarities there will also

be many differences. Look at the members of your class; are you all

the same height and do you all have the same skin tone? Do you all

have the same shoe size and the same weight? Can all of your

classmates roll their tongues? Are all your earlobes attached or

detached/free? These differences are examples of variation which can

only result from sexual reproduction. This is a major difference

between asexual and sexual reproduction. In the examples just given,

two types of variation have been described. These two types are known

as continuous and discontinuous variation.

CONTINUOUS VARIATION

This is best described by providing you with examples of the

feature. Examples of characteristics that show continuous variation in

humans are height, foot size and weight. In continuous variation,values for the characteristic tend to range from one extreme to the

other. For example, heights would increase gradually from short to tall

with the heights of most individuals falling in the middle, that is, the

average.

DISCONTINUOUS VARIATION

In discontinuous variation, the individual either has the

characteristic or does not have it. Examples are tongue rolling and the

attachment of the earlobe. Your earlobe is either attached to the side ofyour head or it isnt, and you can either roll your tongue or you cant,

there is no in-between/average.

FIGURE 1 TYPE OF EAR LOBE

Try this exercise in your class. Ask your classmates to roll their

tongues; that is, to bring up the two sides so that they meet in the

middle! Write down the results, you can use them later.

See you next week!

Monacia Williams teaches a t Glenmuir High School. Send questions and comments

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Patterns of inheritance

yl:biology

PHOTO BY ERROL CROSBY

Sprint queen Merlene Ottey (centre) poses with Vere Technical athletes Olivia James (left) and Shericka Jackson during a welcome home

reception at the Norman Manley International Airports VIP Lounge on Monday, February 18.

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DEBBION HYMAN

Contributor

OBJECTIVES

AT THE end of the lesson you should be able to:1. Describe the push and pull factors that led tothe migration of Indians and Chinese to theCaribbean in the 19th century.2. Examine the working and living conditions ofthe immigrant groups identifed in 1 above in theCaribbean.3. Discuss the effects of immigration on thesocial, cultural and economic life of theCaribbean.

THE CHINESE

The majority of Chinese immigrants who arrivedin the British Caribbean did so between 1859 to1886. They went primarily to British Guiana,Jamaica and Trinidad. They were mostly from thePortuguese colony of Macao and from Canton.Others came as well because of the TeipingRebellion (1851-1864).

PROBLEMS WITH CHINESE IMMIGRATION

Planters complained that the Chinese wereunsuitable for estate labour and few, in fact, re-indentured themselves. They preferred to return to

China or open retail shops. In addition, they weremore expensive than the Indians. The Chinesegovernment also insisted that a full return passagebe granted after a five-year indenture contract. Theplanters were willing to pay this only after two five-year contracts. The Chinese government alsoopposed immigration because they were ill-treatedin Cuba. Most Chinese avoided the BritishCaribbean, preferring to go to the United States orto find work nearer home in Java or the Philippines.

THE INDIANS

The first Indians arrived in 1838 on Gladstones

Estate in British Guiana. However, the Britishgovernment stopped the scheme because of evidenceof ill-treatment and the high death rate. In 1840, thescheme was discontinued by both the British andIndian governments. The scheme would be reopenedafter investigations into Gladstones experiment andpromises for improvement in the scheme.

It was not difficult to find willing immigrants.Many craftsmen had lost their jobs due tocompetition from mechanised factories and mills ofEngland. India was becoming overpopulated andthere was not enough land to divide among theyounger generation. Wages in India had fallen to

1/2d per day and there was a series of famineduring the period 1857-1877 that led to an increasein food prices. Those escaping the police and thecaste system were also willing to migrate. TheCaribbean seemed attractive with high wages,shelter, medical care and a chance to find newoccupations besides agriculture. Indians were easilyrecruited as India was a British colony. British shipsand trading costs were already there and the Britishgovernment could easily provide British officials tosupervise the scheme. Planters were satisfied withthe Indians because they had a better performancerecord on the sugar estate than any other immigrantgroups and were more willing to re-indenture

themselves.

PROBLEMS WITH INDIAN IMMIGRATION

SCHEME

The conditions for the Indians on the estate weresimilar to a new system of slavery. Livingconditions on the estates were poor and they facedrestriction in movement. They could not leave theestate without a pass/ticket and were subject tofines or imprisonment for disobedience or absence

from work.

ECONOMIC EFFECTS

British West Indian planters had turned toimmigration as a tool of reviving the sugar industry.

The hope was that with the steady supply of labour,

planters could focus on increasing their output.

Because of Indian immigration, the rice industry

was developed in British Guiana and the cocoaindustry in Trinidad. Immigration, however, did not

have its desired impact especially in a colony such

as Jamaica. In territories such as Trinidad and

British Guiana we cannot assume that immigration

saved their sugar industry. For instance, theyintroduced mechanisation and placed more lands

under sugar cane cultivation. These other factors

could have readily accounted as factors that saved

their sugar industries. Barbados could be used as

another example. Up to 1848, they had seen an

increase in their output by 250 per cent. However,by the end of the 19th century, this had declined.

We cannot assume that this was because Barbados

was not using immigrant labour. During the period,

Barbados was plagued by problems such as soilexhaustion and inadequate mechanisation.

The overall conclusion must be that immigrationdid not cause increased sugar production in theBritish Caribbean, as many other factors could havebeen responsible.

SOCIAL EFFECTS

1. Indians were felt to be inferior and they couldonly find work in poorly paid jobs. They could notsettle in the towns but lived in the countryside andformed an active peasant class. The employment ofIndians mainly as field workers led to theemployment of blacks in better jobs, for example,the police force.

2. The ex-slaves despised the Indians and

refused to work alongside them in the fields. Theywere described as heathens because of theirspeech and clothing. Indians also despised theblacks because of their alleged low moralstandards.

3. Immigration led to the expansion of social

services, for example, medical facilities and a largepolice force.

CULTURAL EFFECTS

1. FAMILY

Indians brought their firm family structure inwhich all relations supported each other. The idea ofextended family, which included severalgenerations, was very strong. All males over 16years were members of a family council. They madeall decisions of the family, for example, marriage,religious ceremonies and expenditure.

2. RELIGION HINDUISM

Hindus worshipped several gods, of whichBrahma was the most important. He was thesupreme god or creator. They believed that whenpeople die their souls are reborn in a new body. TheHindus had very strict divisions in the society; thiswas known as the caste system. Each personbelonged to a special group or caste. The Brahmins,or the religious leaders, were at the top of thesociety and the Hindus in the Caribbean continuedto follow them as their leaders.

ISLAMThe Indian who came were also Muslims. Theybelieved in one God called Allah. They followed theteachings of the Quran.

The Chinese did not have a major impact onreligion as Buddhism was not widely practised inthe Caribbean. Many Chinese converted to RomanCatholicism and this may influence why there wasno major impact of Buddhism.

3. FESTIVALS

Divali, or Festival of Lights, was celebrated by the

Hindus. They told stories, shared gifts, decoratedtheir windows and doors with lights and candles.

HOSEIN

A Muslim festival featured small temples madefrom paper and bamboo which were decorated andcarried in a procession through the streetsaccompanied by dancing to the beats of drums.

4. The Indians normally segregated themselvesdeliberately in the educational institution.Oftentimes, they were unwilling to send theirchildren to school since they feared they could beconverted to Christianity. It was not until the late

1870s when separate schools for Indian childrenwere established, mainly by the CanadianPresbyterian Mission to the Indians, that Indianchildren went to school and language barriersbegan to crumble.

SOURCES

1. Caribbean Revision History - Ashdown &

Humphreys2. Emancipation to Emigration - Greenwood &

Hamber

Debbion Hyman teaches at St Hughs High School. Send

The comingof the Chinese

and Indians

yl:history

Three of the contestants in the Miss St Ann Beauty Pageant, from which funds weredonated to Edge Hill School of Special Education. From left: Sonya Pyne (winner),

Treshana Black (Miss Professional Paralegal Service) and Shawnay Lindo (first runner-up)

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MARJORIE HENRYContributor

IHAVE BEEN sharing with you some 10 questions to help you focus on the details necessary for a properdescription of drainage. I will conclude that discussion in this weeks lesson.(H) WHAT TYPE OF STREAMS ARE THEY?

For this you are to state whether the streams are perennial, flowing throughout the year, or seasonal,where the river valley does not always have a stream flowing in it. Solid blue lines on the map are usually

indicating that the streams are perennial. Examples of these can be seen on the sections of maps given in

the last two lessons. Seasonal streams may be shown by detached blue lines. Here is a section of Antigua

showing seasonal streams.

(Source: Map Reading for the Caribbean - John Macpherson)

Sometimes the streams disappear. Look for the blue lines that do not go to a body of water like a lake,pond or the sea, and seem quite isolated.

(I) HAS MAN AFFECTED THE DRAINAGE PATTERN?

There are several ways in which man can effect change in the drainage pattern. In reference to the key of

the map, you can identify man-made features such as dams. Look also for sections of the river that may

have been straightened. Canals are sometimes constructed through swamps or for the purpose of irrigation.

(J) DO INDIVIDUAL RIVERS EXEMPLIFY YOUTH, MATURITY OR OLD AGE?

Your study of rivers as indicated under Section II - Natural System will introduce you to the differentlandforms associated with the river, namely rapids, waterfalls, gorges, ox-bow lakes, flood plains and

meanders. These are usually done in relation to the different stages of the river.

SOME INDICATORS FOR THIS IN MAP READING ARE:

f the thickness of the blue lines

f the width of the valley

f steepness of the slope

f the presence of a flood plain

f deposits of sand and mud in the channel

f meandering of the river

A RIVER IN THE:

(i) Youth stage has rapids, deep valleys indicated by pronounced V-shaped lines, flows over steep

gradients and has a direct course.

(ii) Maturity stage flows over a gentle gradient and has regular meanders.

(iii) Old Age has a wide flood plain, it meanders greatly, an ox-bow lake may be present and there is an

absence of contours, as these are widely spaced.

In describing drainage, mention can also be made of swamps, marshes, lakes and ponds.

1. Give their names if these are included on the extract.

2. State their location using four-figure grid reference, if possible.

3. Give an indication of the size.

Please note that lakes and ponds can be natural or artificial. The key can assist you in determining this.Drainage density is another feature of which you must be aware. This is influenced by a variety of factors or

conditions such as rock type, soil and slope. Here are some diagrams to show different stream densities.

STREAM DENSITIES

(Source: Morphology and Landscape - Harry Robinson)

References:CSEC New Integrated Geography - Sheldon G. Bleasdell et alGeography for CSEC - Jeanette Ottley et alMap reading for the Caribbean - John MacphersonMorphology and Landscape - Harry Robinson

Marjorie Henry is an independent contributor. Send questions and comments [email protected]

Proper description of drainage

yl:geography

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MAUREEN CAMPBELL

Contributor

OBJECTIVES:

1. Describe the relationship between citizens and governments as

stated in the constitution.

2. Identify the essentials of good governance.

Democracy, good governance and modernity cannot be imported

or imposed from outside a country.

- Emile Lahud

TERMS YOU SHOULD KNOW

CONSTITUTION

The constitution of a country entails a set of rules that govern how agovernment is expected to exercise public power. A constitution

identifies who or what institutions should exercise power and how theyshould do it. The government should be the most influential and

coercive force within a country, so the rules about how a government

should exercise power over its citizens are very important. The main

purpose of a constitution is to prevent a government from abusing its

power over the people of the country and to ensure that thegovernment exercises its power as the people wish.

DEMOCRACY

This is usually described as government by the people. It is a form

of government in which the ultimate power is vested in the people and

exercised directly by them or by their elected agents under a freeelectoral system.

AUTHORITARIAN

A leadership style in which the leader is the supreme authority and

dictates policies and procedures, decides what goals are to be

achieved, and directs and controls all activities without any meaningful

participation by the subordinates.

WHAT IS GOOD GOVERNANCE?

GOVERNANCE

The concept of governance, simply put, means the process of decisionmaking and the process by which decisions are or are not executed.Governance is evident in several contexts such as corporate governance,

international governance, national governance and local governance.

Governance is the process of decision making and the process by

which decisions are put into action. An analysis of governance focuseson decision making and put into operation the decisions made and the

prescribed and unofficial structures that have been set in place to

arrive at and employ decisions.

GOOD GOVERNANCE

Most literature sees good governance as possessing eight major

characteristics. It is participatory, consensus-oriented, accountable,transparent, responsive, effective and efficient, equitable and inclusive

and follows the rule of law. It assures that corruption is minimised, the

views of minorities are taken into account and that the voices of the

most vulnerable in society are heard in decision making. It also

respects sustainability as it is responsive to the present and futureneeds of society.

PARTICIPATION

Participation could be either direct or through legitimate

intermediate institutions or their representatives. Participation needs to

be informed and organised. This means freedom of association and

expression, on one hand, and an organised civil society on the other.

RULE OF LAW/INDEPENDENCE OF THE JUDICIARYGood governance requires fair legal frameworks that are enforced

impartially. It also requires full protection of human rights, particularlythose of minorities. Impartial enforcement of laws requires an

independent judiciary and an impartial and incorruptible police force.

TRANSPARENCY

Transparency means that decisions taken and their enforcement are

done in a manner that follows rules and regulations. Information

should be freely available and directly accessible to those who will be

affected by such decisions and their enforcement. It is important that

sufficient information is provided and that it is available in easily

understandable forms and media.

RESPONSIVENESS TO THE NEEDS OF THE CITIZENS

Good governance requires that institutions and processes try to

serve all stakeholders within a reasonable time frame. They are reliable

and free from bias and discrimination of all sorts. Citizens should have

confidence that processes will be taken care of as they happen. Free-

and- fair elections are a way of making sure that the wishes of citizens

are met. If this does not happen, the government can be voted out.

CONSENSUS ORIENTED/CONSULTATION WITH CITIZENS

Good governance requires negotiation of the different interests in

society to reach a broad consensus in society on what is in the best

interest of the whole community and how this can be achieved. Acountry must realise the broad and long-term perception on what is

needed for sustainable human development and how this may be

achieved. This can best be accomplished from an understanding of the

historical, cultural and social contexts of a given society or community.

EQUITY AND INCLUSIVENESS/ACCESS TO INFORMATION

A societys well-being depends on ensuring that all its members feelthat they have a stake in it and do not feel excluded from themainstream of society. This requires that all groups, but particularly

the most vulnerable, have opportunities to improve or maintain theirwell-being. Access to information allows for greater publicparticipation in the decisions of ones government and, thereby,

strengthens democracy.

EFFECTIVENESS AND EFFICIENCY/PRUDENT USE OF

RESOURCES

Good governance means that processes and institutions produceresults that meet the needs of society while making the best use ofresources at their disposal. The concept of efficiency in the context ofgood governance also covers the sustainable use of natural resources,the protection of the environment and when the best possible use ismade of the human resources.

ACCOUNTABILITY

Accountability is always a key requirement in any organisation and itis also a product of good governance. Not only governmentalinstitutions but also the private sector and civil society organisationsmust be accountable to the public and to their institutional stakeholders.In general, an organisation or an institution is accountable to those whowill be affected by its decisions or actions. Accountability cannot beenforced without transparency and the rule of law.

FOR YOUR INFORMATION

It is clear that good governance is essential, but it is intricate toachieve in its entirety. Very few countries and societies have come closeto achieving good governance in its entirety. It must be remembered,however, to guarantee sustainable human development, the foundationof any democratic government is its citizens. In the Caribbean, theessence of democracy is active in the countrys constitution. Here,democracy is viewed as not only a right but a responsibility, andestablishes the foundation for citizens taking part in governance.

The right and responsibility of citizenship unfurls in many ways.Citizen involvement in governance encompasses not only citizenparticipation but also citizen decision making, information sharing andvoting. Citizen involvement is important as it augments legitimacy,competence, answerability and because it distributes the burden ofgood governance among all citizens.

The methods of citizen involvement range from the spreading ofinformation through electronic networks, newsletters and publicmeetings to engaged and participatory processes that encourage allcitizens to be active players in decisions made for their community.

SOURCESSocial Studies for CSEC: A Caribbean Examinations Council Study

Guide

ACTIVITIES

1. What is a constitution?2. Why do countries need to have constitutions?3. Suggest three reasons why citizens are considered the most

important stakeholders in a country.4. Explain the methods of ensuring good governance and state three

reasons it is important in any country.

Maureen Campbell teaches at St Hughs High School. Send questions and

comments [email protected]

Citizens and goodgovernance

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YVONNE HARVEYContributor

HI. WHATS happening in your part of the world? Well, some of

us are busy doing internal examinations and others are busy

trying to complete syllabi. Whatever our task, we are all busy.

Agree? Good.

Now this week the question surrounds economic systems and

sectors of an economy. Enjoy.

(a)(i) What do you understand by sectors of an economy?

(ii) List the two sectors of a mixed economy (2 marks)(b) Define economic system. (1 mark)

(c) State the three main questions that economic systems must

answer. (3 marks)

(d) Compare the free market economy with the planned economy in

terms of:

(i) Who owns the scarce productive resources.

(ii) Type of goods and services produced.

(iii) Prices of goods and services. (6 marks)

(e) Discuss TWO advantages of the free-market economy and two

disadvantages of the planned economy. (8 marks)

Total marks: 20

(A)(I) GUIDING YOUR THOUGHTS

What does the term sector remind you of? Yes, good as you were

thinking. It reminds you of the word section.

ANSWER

A sector of an economy is a section or a part of an economy and an

economy may be a country or nation.

(II) GUIDING YOUR ANSWER

The question implies that there are only two sectors in a mixed

economy. However, there are others than the ones needed for this

question. Since the question is on economic systems, then the twosectors of a mixed economy are clear.

ANSWER

The two sectors of a mixed economy are the private sector and the

public sector.

(B) GUIDING YOUR THOUGHTS

Do you remember the terms and concepts that were considered at

the beginning of the syllabus? Those terms and concepts were to

introduce you to principles of business. Economy was one of theterms. We discussed the term and indicated that it has the same

meaning as economic system.

ANSWER

An economic system or economy is a countrys or nations way ofallocating its scarce resources among alternative wants.

(C) GUIDING YOUR THOUGHTS

There are many questions that economic systems seek to answerbut there are three main ones.

ANSWER

The three main questions that all economic systems answer,regardless of the type, are:

What to produce?How to produce?For whom to produce?

(D) GUIDING YOUR THOUGHTS

It is usual for questions to be set requiring comparisons of two ormore different things. The free market economy and the planned

economy are completely different. As you study the economicsystems, do a comparison in your minds in preparation for questionslike this.

ANSWER

(i) In the free-market economy, the scarce productive resources areowned by private individuals and private businessmen, while in the

planned economy the scarce productive resources are owned by the

government or state.

(ii) The free-market economy produces mostly luxury-type goods

and services that people can do without, as they are not necessary to

survival. The planned economy, however, produces goods and

services that are necessary to the well-being of the citizens of the

country or nation.

(iii) In the free-market economy, the prices of goods and services

tend to be high as they aim to maximise profits. On the other hand, in

the planned economy prices are lower as they produce so thateveryone can afford the basic necessities.

(E) GUIDING YOUR THOUGHTS

There are many way in which a question can ask for advantages and

disadvantages. Sometimes the terms merits and demerits are used, or

even pros and cons. All of these terms refer to the good and bad

things about the topic of discussion, respectively. When discussing

advantages and disadvantages, be sure to bring them out clearly,

indicating who the advantage or disadvantage affects.

ANSWER

One advantage of the free market is that what is produced is what

the consumers demand and when the consumers demand changes,

they resources are moved to what is being demanded. This is an

advantage to the consumers.

Another advantage is that competition tends to keep production

efficient and prices low. This is, again, an advantage to the consumers.

One disadvantage of the planned economy is that what the

governments planning committee thinks people need are not what they

want and so the consumers are dissatisfied.

Also, there is a lack of variety for the people since mostly what isnecessary is produced.

Keep in mind that there are other advantages and disadvantages that

can be mentioned.

I hope that you enjoyed the consideration of this weeks question.

Remember to read your textbooks on the areas that are related to the

questions.

See you next week.

Yvonne Harvey teaches at Gle nmuir High School. Send questions and comments to

[email protected]

Questions on profile 1

yl:principles of business

continued

Nigel Holness, managing director, CIBC FirstCaribbeanInternational Bank, presents Shernette McClarthy, astudent of St Hughs High School, with chocolates at thebanks Valentines Day Customer Appreciation event. Thebank hosted its largest-ever Customer Appreciation Day

across 18 Caribbean countries.

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ROXANNE WRIGHTContributor

BELOW IS a worked example. Please note the principles applied.

QUESTION

P. Williams is a manufacturer. The following balances were extracted from the books after preparation ofthe manufacturing account for the year ended December 31, 2012:

Sole traderadjustments

yl:principles of accounts

The following additional information should also be taken into consideration:i. The stock of finished goods at December 31,2012, was valued at $4,300.ii. Depreciation of the plant and machinery $2,040 has already been charged in the manufacturingaccount. This depreciation figure was calculated wrongly and should have been $2,450. Appropriateadjustments are to be made. [>1]iii. Depreciation of furniture and fittings is to be at the rate of 10%.iv. A debt of $150 is to be written off as irrecoverable.v. The provision for bad debts is to be 5% of the adjusted balance for debtors. [>2]vi. General expenses ($2,975), including an annual insurance premium of $60 of which $15 has beenpaid in advance.

YOU ARE REQUIRED TO:

a. Prepare trading and profit and loss accounts for the year ended December 31, 2012.b. A balance sheet as at December 31, 2012.

REASONING

SOLUTION

P. WilliamsTrading and Profit & Loss Account for the year ended December 31, 2012

To ensure that you keep on track with your study of principles of accounts our next presentation will beon theory of double entry. You cannot afford to miss the lesson. See you then.

Roxanne Wright teaches at Immaculate Academy. Send questions and comments [email protected]

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CLEMENT RADCLIFFEContributor

IWILL, in this weeks lesson, present the solutions to questions similar to ones 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.

Exam questions

yl:mathematics

Clement Radcliffe is an indepencent contributor. Send questions and comments [email protected]

cxc_20130226

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