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YOUTHLINK MAGAZINE |12 MARCH 19-25, 2013

BERYL CL

ARKEContributor

HERE WE are again as we continue ourdiscussion of the poem Once Upon a Time

by Gabriel Okara. Last week, you were given

the general ideas that are conveyed. This week, we

will begin to examine these ideas more closely.

Stanza one begins with a restatement of the title

and the question of why came to me. Is it that the

speaker wants to convince us that things had really

been good in the distant past? Is he also trying toconvince himself that his memories of better days

are real? Consider both views, please! I hope younotice that like other Once Upon a Time tales this

one has a lesson for life or, as you probably say, a

moral lesson.

This same first line establishes the relationship

between the speaker and the listener and so we find

out that they are father and son. The second line

introduces us to characters known as they, andagain we are faced with the question of who they

are. From the succeeding three lines, we learn that

they and the speaker had been friends but were no

longer so. If you look back at last weeks lesson you

will see that it is said there that they are no longergenuine in their interactions with the speaker. They

have become cold, have excluded the speaker from

the formerly warm association and look past him at

his shadow. In fact, they are not just looking at his

shadow, they are searching behind it.

We have to take some time to reflect on their

action and in order to do that we ought to remember

that a shadow is an area of darkness formed behind

an object because light cannot pass through the

object. So, the scene being presented is one in

which when the speaker meets they, they focus on

the darkness behind him, rather than on making eyecontact. This behaviour is enough to tell us of their

lack of honesty and probably even of a fear they

have.

Emphasis is placed on the coldness exhibited,the rejection he faces from his former friends

through the use of the hyphenated ice-block-coldwords. He does not compare the eyes to ice but

says that they are cold blocks of ice. In stanza two,

we hear that there was a time when the greetingshe received were warm and real. I want you to notice

the use of indeed for it is employed to reassure the

father and persuade the son that such a time and

such a positive relationship did exist at one time.

Next comes the but of regret, signifying the

change. We can almost see the speaker shake his

head! There is more, for whereas in the previous

stanza his shadow is searched, in this one it is his

pocket that gets a search with their left hands. Doyou see whats happening? While they shake with

the right hands, almost distracting him into

believing that everything is fine, the left hands are

attempting to plunder. I wonder whether this is to

suggest that the earlier relationship had been basedon what they could get from the speaker rather than

on true friendship. At any rate such action hardensthe speakers suspicion.

How deceiving are the early words of the thirdverse? Feel at home! Come again. If we had not

read what went on before in the other verses we

would have been tricked as the speaker is, for he

does go again and it appears that all is still fine. His

reception, however, on the third visit is certainly notwhat is expected. He says, for then I find doors shut

on me. You will agree that regardless of how you

interpret their move, it does send a clear and final

message. We do not know whether he found thehouses empty when, having been invited, he arrives

for visits, or whether it was after he calls or knocks

at the doors that they are shut. It could even be that

he makes contact to inform them that he is going to

take up their invitation to visit and is told not tocome! What we do know is that he cannot mistake

their intention to cut their links.

Let us now itemise the lessons the narrator learnsfrom his experience.

1. He has learnt to wear many faces.

2. He has learnt to laugh with only my teeth.

3. He has learnt to shake hands without myheart.

4. He has learnt to say Goodbye when he means

Good-riddance.

5. He has learnt to say Glad to meet you without

being glad.6. He has learnt to say Its been nice talking to

you, after being bored.

Like the narrator, we all face disappointments andsometimes shocking situations. Do not, however, letthese things keep you down. This is an important

year for you. Make the best use of all your

opportunities and God bless!

Beryl Clarke is an independent contributor. Send questions

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Once Upon

A Time

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langu

age

NATASHA THOMA

S-FRANCISContributor

HELLO, ALL. I hope that your examination preparation is

going well. Here are the answers to the multiple-choiceexercise I had set for you in last weeks lesson.

1. C 2. A 3. C 4. D 5. D 6. CI hope you enjoyed reading the comprehensive passage. Just

remember to follow the guidelines on reading and responding topassages that I had given to you a few weeks ago.

This week, we turn our attention to persuasive/argumentativewriting. This lesson will be particularly helpful in assisting youwith section four of Paper 2. This section of the CXC English Apaper tests your persuasive/argumentative skills so it isimportant that you master these areas. The late 19th-centurypoet, Ralph Waldo Emerson, expressed the power of speechsuccinctly enough in the following statement:

Speech is power: speech is to persuade, to convert, tocompel.

I want you to ponder on these words as we engage with thisnew topic.

Persuasive speech or writing aims at convincing the reader toagree with a particular viewpoint. It is supported by evidence andrelies on persuasive devices to make its appeal. The main focusof persuasive language is the audience, reader or listener.

So, what then are the elements that you need to consider? In

persuasive discourse the writer makes use of content, rhetorical

devices, structure and language. All the choices are guided byconsideration of the audience.

Are you familiar with the following strategies and techniqueswriters or speakers use to persuade their audience? Use of evidence Use of analogy Use of contrast Use of repetition (anaphora) Use of reliable sources of authority Appeal to emotion Use of rhetorical question (a question which does not

require a verbal response) Direct personal appeal Irony/sarcasm Hyperbole (overstatement/exaggeration) Pun (a play on words) Metaphors and similesThere are many great public speakers whom you can emulate.

Can you think of any public speakers who inspire you?

For this weeks activity, I want you to read the followingexcerpts taken from President Barack Obamas 2012 presidentialacceptance speech and identify as many strategies/techniquesemployed:

We believe in a generous America, in a compassionate

America, in a tolerant America, open to the dreams of an

immigrants daughter who studies in our schools and pledges to

our flag. To the young boy on the south side of Chicago whosees a life beyond the nearest street corner. To the furniture

workers child in North Carolina who wants to become a doctoror a scientist, an engineer or an entrepreneur, a diplomat or even

a president thats the future we hope for. Thats the vision we

share.

The belief that our destiny is shared; that this country only

works when we accept certain obligations to one another and to

future generations. The freedom which so many Americans have

fought for and died for come with responsibilities as well asrights. And among those are love and charity and duty and

patriotism. Thats what makes America great.

This country has more wealth than any nation, but thats not

what makes us rich. We have the most powerful military inhistory, but thats not what makes us strong. Our university, our

culture are all the envy of the world, but thats not what keeps the

world coming to our shores. Thank you for believing all the way,

through every hill, through every valley.

Arent these powerful excerpts? I consider President Obama to

be one of the most persuasive orators of modern times. How

many of his persuasive strategies/techniques were you able to

identify? In next weeks lesson, I will discuss a few strategies

found in the extract. Until then, touch someones life byextending a helping hand.

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

and comments to ker

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Persuade me!

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YOUTHLINK MAGAZINE | MARCH 19-25, 2013 13

CLEMENT RADCLIFFE

Contributor

AT THE outset, let us review the homework given last week.

HOMEWORK

The diagram below shows vector b and vector c.

Length of avector

yl:mathematics

CONTINUED ON PAGE 16

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H

YACINTH TU

GMANContributor

EVERY ORGANISATION needs an office in order to function

effectively. The office is the central point for the whole

organisation. Office personnel have various duties; these may

include working in the human resource office, or working as anadministrative assistant, general clerks, accounts clerks, receptionists,

data entry clerk and many others.

MANAGEMENT

Management functions involve planning, organising, staffing,

controlling and directing employees in order that the organisation may

operate efficiently. There are various levels, each of which is

responsible for different aspects of decision making. Some levels of

management and their areas of decision making are listed below:

LEVEL DECISIONS

Board of directors PolicySenior managers Programme

Middle managers Interpretation

Junior managers Implementation

THE MANAGER

A manger should have an intimate knowledge of the administrative

and general functions of his/her department. He/She should be able to

supervise and delegate responsibility to other members of staff in

order to get effective results. An efficient manager will command

respect from all his/her staff. The role of the manager, therefore, is to

plan the overall policy of the business.

THE HUMAN RESOURCE MANAGER

The HR manager must hire persons with the necessary

qualifications and experience to promote the organisation. Suitable

methods for initial selection and retraining of staff should be devised.

The HR manager should notify all internal personnel of job

opportunities whenever they arise, which may lead to promotion.He/She will bargain with trade unions regarding salaries, dismissal

and other matters affecting conditions at work.

ADMINISTRATIVE ASSISTANT

In business, an administrative assistant has many opportunities to

make use of his/her skills/talents, for example, arranging meetings

and reporting procedures and decisions. He/She is responsible for

taking the necessary action and circulating correspondence emanating

from his/her desk and, in some cases, to direct the supervision of

junior clerks. The administrative assistant is responsible for dealing

with incoming and outgoing mail, drafting letters, sending replies,

making appointments, operating various machines found in the officeand meeting people, among other things.

GENERAL CLERKS

All clerks have to handle large quantities of documents. They fill in

forms and sort and file information. A junior clerk may be responsible

for collecting the mail, sorting and distributing it. He/She may also be

required to meet visitors, operate various machines found in the office,

undertake banking transactions and answer the telephone. Clerks may

also be responsible for dealing with customers, ordering stock and

replying to routine correspondence.

ACCOUNTS CLERK

In a large organisation there is an accounts department which isresponsible for all accounting matters. One of the positions in theaccounts department is that of accounts clerk. The duties of anaccounts clerk are preparing payrolls, processing vouchers, handling

petty cash, using accounting software and filing records.

RECEPTIONIST

A receptionist is responsible for looking after callers, those with

appointments and those without. The receptionist has to be able togreet callers, announce their arrival and, if possible, escort them to theright office. Perhaps, most important, a receptionist must be able to

get along with people.

SKILLS

Changes are occurring regularly in every aspect of office work. New

technologies and systems are designed to promote efficiency in anorganisation. A rigid attitude towards customary procedures will not

assist in achieving desired results. Certain aspects of office work arenow performed by a computer and other technical equipment. These

changes must be accepted by all involved.

ACTIVITY

List some other duties not mentioned above that an administrative

assistant may perform.

Have a productive week.

Hyacinth Tugman teaches at Glenmuir High School. Send questions and comments

to k

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Types of office careers

yl:office administration

Barita Group Head Rita Humphries (fourth left) Lewin and President of the WBO,Andrea Cowan,take the opportunity to share a frame with these ladies.

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N

ATALEE A. JOHN

SONContributor

GOOD DAY, students. This is lesson 36 in our series of lessons. In this weeks lesson I will look at somekey terms associated with programming as well as introduce the Pascal language. Algorithm A sequence of steps designed to perform a particular task. Algorithm can be written in anysuitable form such as in a programming language or pseudocode. Pseudocode An imitation computer program written using mathematical notations and English-likestatements to describe the logic to solve a problem or carry out a procedure. Test data Data which is used to test a program for errors/special data created by a programmer totest the correctness of the program. Dry-run The process whereby a program is checked to ensure that it does what it was designed for. Bug A software bug may be defined as a coding error that causes an unexpected defect, fault, flaw orimperfection in a computer program.

Structured walkthrough A manual trace of the logics of a program using test data. Run-time errors Run-time errors occur when a syntactically correct program statement cannotexecute successfully. A common example is attempting to divide by zero (0). Loading The process of transferring program and data from secondary storage to primary storage. Syntax errors These are errors reported by the compiler/interpreter when the rules of the language arenot obeyed. Logical errors These errors occur when the expected results of a program are not met. Testing This is the process of checking a program for errors. Debugging This is the process of testing, locating and correcting mistakes by running the program.

INTRODUCTION TO THE PASCAL LANGUAGE

You would have learnt last week that the Pascal language is a high-level language. Now you are going tolearn how to write a program using the Pascal language and appreciate the first step of the implementationphase (translate the algorithm into a specific programming language).

STRUCTURE OF A PASCAL PROGRAM

A Pascal program has three distinct parts:1. The program heading2. The program block3. The program terminator (a period)

The program heading is a single statement beginning with the word program. The heading assigns aname to the program and lists the input and output streams in parentheses. The program block is the bodyof the program. The block is divided into two distinct parts:

1. The variable declaration section where all the variables and data structures used by the program aredefined (shown in program as var).

2. The statement section is where all the action statements of the program are specified. The statement

Key terms inprogramming

yl:information technology

section is encapsulated within begin and end statements.

Begin and end are examples of keywords used in Pascal. Keywords (or reserved words) are words thathave special meaning in Pascal and can only be used in the predefined context. That is, they cannot be usedas variable names or in any other context. Other keywords are: program, type, var, const, read, write, readln,and writeln.

When you are adding comments to your program they are included between parenthesis { } or between (**) and can span multiple lines.

Below is a table comparing the keywords of a pseudocode versus the keywords used in Pascal.

KEY DISTINCTIONS IN PASCAL

The difference between READ and READLNThere is no difference between read and readln when working with numeric values such as 2, 6, and 10.

The difference applies when working with string values or characters on different lines such as A, B andC. When the computer reads the first letter (A), if you use the keyword READ the program will not move tothe next line to read B and C. So the keyword READLN is used to read in such values.

The difference between WRITE and WRITELNThe keyword Write outputs text or values to the screen in a single line, leaving the cursor positioned at

the end of line. On the other hand, Writeln which means write line, outputs text or values to the screen inmore than one line, leaving the cursor at the beginning of the next line, instead of at the end of the currentline.

For example, if you were outputting the sentence My First Program.

Using the Write keyword it would look like this:-

Using the keyword Writeln it would appear on the screen like this:-

TRANSLATING PSEUDOCODE INTO PASCAL CODE

Make a list of all the variables used in the algorithm and determine their data type (that is, the type ofvalues that each variable is to store). Translate the pseudocode into Pascal code based on the Pascal structure you were given above.

We have come to the end of this lesson. Remember that if you fail to prepare you should prepare to fail.

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

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ROX

ANNE WRIGHTContributor

BELOW IS the solution to last weeks question. Match your answer against the one given and makecorrections if necessary.SOLUTION

a. Samuel and Vaughn

Trading account for the year ended October 31, 2012

Partnershipaccount

yl:principles of accounts

yl:mathematics

Samuel and VaughnProfit and loss account for the year ended October 31, 2012

Samuel and Vaughn

Appropriation account for the year ended October 31, 2012

b. Samuel and Vaughn

Balance sheet as at October 31, 2012

FACTS TO REMEMBER

1. There is a partnership where two or more persons agree to own and operate a business from which they

will share profits and losses.2. A partnership should have a written agreement which includes certain terms such as:

Capital to be subscribed by each partner

Interest on loans from partners Interest on capital for partners

Salary for partner who works in the business

Share of profit

Interest on drawings

How goodwill will be treated

How a new partner may be admitted, the retirement of a partner and the dissolution of the partnership.

3. In the absence of an agreement, the court of law usually applies the specification of the Partnership Act1890.

4. The partnership is limited to a minimum of two partners and a maximum of 20 who can invest as

owners in the business.5. A special account known as the profit and loss appropriation account must be drawn up for a

partnership.6. The purpose of the appropriation account is to show how the net profit is distributed in a partnership

or cooperative.

To ensure that you keep on track with your study of principles of accounts our next presentation will be

Trial Balance, Errors and Suspense Account. You cannot afford to miss next weeks presentation.

See you then.

Roxanne Wright teaches at Immaculate Academy. Send questions and comments to ker

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CONTINUED FROM PAGE 13

Clement Radcliffe is an independent contribbutor. Send questions and comments to k

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MONACIA WILLIAMSContributor

HELLO, STUDENTS. How are you all this week? I hope you are

well and that you have been keeping up with the lessons. In this

information age in which we are living, there is absolutely noreason for you to not do something because you do not understand it.

There is always another explanation to be found somewhere; seek and

you shall find! This week, as we continue with our study of the topic,

remember that it is one that requires constant revision and constantpractice; without these you are not going to do well!

Last week, we looked at how sex is inherited in humans. I hope that

you were able to recognise that, contrary to a well-favoured Jamaican

myth, the sex cells of the mother cannot determine the sex of the child,only the sex cells of the father can do so! We will continue now by

looking at how the inheritance of a single pair of characteristics

occurs. The syllabus requires you to be able to explain the inheritance

of albinism, sickle cell anemia and blood groups. Let us turn to

albinism.

Albinism is the condition where the individual lacks the gene that

produces melanin, the pigment which gives colour to our bodies. This

means that the individual who is an albino does not have any form of

pigmentation; there is none in the skin, none in the hairs on the bodyand none in the iris of the eye. The condition occurs when the

individual is homozygous recessive for the alleles that control the

gene. Let us see how it happens!

Do you remember the steps that must be used when doing a geneticdiagram? I hope so, because it is necessary that you remember if you

are to answer questions correctly.

We will use the letter A to represent the allele. What would be thegenotype of an individual who is not an albino? Remember the

condition is recessive. Did you say that the genotype could be either

AA or Aa? If you did you would be correct because individuals with

these genotypes would be phenotypically normal, that is, not showing

any symptoms of the condition. What type of offspring would thehomozygous-dominant parent produce? We can determine this by

doing the genetic cross.

All the offspring produced are normal phenotypically because all of

them are homozygous dominant.

Let us look at what would happen if the genotype of the parent washeterozygous. What would be the genotype? Is your answer Aa? If it is

then you are correct! Let us see what type of offspring these parents

would produce.

Notice that the outcome for this cross is very different from that ofcrossing the homozygotes. This time the phenotypic ratio is 3:1, 3

normal: 1 albino and the genotypic ratio is 1:2:1, 1AA: 2Aa:1aa. In this

case the heterozygote is a carrier of the condition because it has the

recessive allele which can be expressed in the next generation.

Sickle cell anaemia is an inherited disease of the blood. In sickle

cell persons some of the red blood cells have the shape of a sickle or a

crescent. The red blood cells have an abnormal form of haemoglobin

and this makes it difficult for them to carry enough oxygen to supply

the cells of the body. This disease is common among people of Africandescent and is thought to carry an advantage in areas where malaria is

common.

Let us use S to represent the allele. S would be the allele for normal

blood cells and s for sickle cell anaemia. The following would be theresult of crossing the heterozygotes, Ss.

Notice what happens again? The crossing of the heterozygotes givesa 1:2:1 genotypic ratio, 1SS:2Ss:1ss. This is the typical Mendelianmonohybrid (one characteristic) ratio and is the result that you will get

whenever two heterozygotes are crossed. One can also look at this

from the end result. If a 1:2:1 ratio is obtained, then the parents must

have been heterozygotes.

Next week we will look at the inheritance of the blood groups amongother things. See you then.

Monacia Williams teaches at Glenmuir High School. Send questions and comments

to [email protected]

Patterns ofinheritance

yl:biology

JIS PHOTO

Minister of Foreign Affairs and Foreign Trade Senator Arnold J. Nicholson, peruses a copy of the Jamaica Vision 2030National Development policy book with students of Excelsior High School, during the Commonwealth Day Youth

Symposium and Celebration at the Jamaica Conference Centre, on Monday, March 11.

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YVONNE HARVEYContributor

GREETINGS TO you all. The question that we will consider this

week has to do with the fact that businesses must raise capitalfor various reasons, including for start-up and for expansion.

Remember to do some reading and revision on the topic before

attempting the question, then look at my guidelines and my suggested

answers.(a) Define the following forms of capital for a business:(i) Venture capital

(ii) Working capital

(iii) Fixed capital (6 marks)

(b) Suggest THREE means by which each of the following forms ofbusiness can raise capital for the business:

(i) The sole trader

(ii) Partnerships (6 marks)

(c) (i) Define the term collateral. (2 marks)

(ii) List three items that can be used as collateral. (3 marks)(iii) Explain what is meant by an unsecured loan. (3 marks)

Total marks: 20

(A) GUIDING YOUR THOUGHTS

Capital, as a factor of production, does not include money. It is the

assets in the business that are directly used to produce goods and

services, for example machinery and tools.

Businesses need capital as a factor of production and money

capital.

ANSWER

(i) Venture capital is the money that is provided by venture capital

investors for the purpose of starting up a business. This is usually inexchange for part ownership in the business and, of course, a share in

the profits of the business. Some venture capitalists are silent and just

loan the business the money to start up the business.

(ii) This type of capital is also known as circulating capital and isused for the day-to-day running of the business. The amount of

working capital in the business determines its liquidity.

(iii) Fixed capital is the capital of the business that is durable andlong lasting. It remains in the business for a long time, for example,

machinery and buildings.

(B) GUIDING YOUR ANSWER

Different businesses have different means open to them to raise

capital for their business. The means available depend largely on the

type of business. Private-sector businesses raise capital throughprivate means. Sole traders and partnerships are private-sector

businesses.

ANSWER

(i) Sole traders can raise capital through saving, through money

inherited or through borrowing from friends and relatives.

(ii) Partnerships can raise capital through the contributions of each

partner, through private borrowing and through borrowing from

financial institutions such as commercial banks.

(C)(I) GUIDING YOUR THOUGHTS

Some loans require collateral and an adequate amount of collateral

must be provided. A loan is a risk to the lender.

ANSWER

Collateral refers to any asset that the lender of money can use in the

event that the borrower cannot repay the loan. The asset will be sold to

recover the loan amount.

(II) GUIDING YOUR THOUGHTS

The items used as collateral must be items of value that the lending

institution can sell if the borrower has any difficulty in repaying theloan. The assets are signed over to the lending institution until the

loan is fully repaid. Depending on the size of the loan and the likely

success of the business, the business may have to provide more than

one asset as collateral.

ANSWER

Property deeds or titles can be used and are usually used when thelife of the loan is long. The businesses machinery and equipment can

also be used as collateral. Financial assets such as stocks and bonds

can also be used as collateral. Motor vehicles can also be used.

(III) GUIDING YOUR ANSWER

There are two basic types of loans, secured and unsecured. Secured

loans are sometimes referred to as collateral loans because collateralor guarantors to countersign the loan must be provided.

ANSWER

The unsecured loan is one that does not require any form of

collateral nor guarantor to countersign the loan. It is usually given to

businesses that are seen as secure in themselves and so do not need

this backing to the loan. Unsecured loans are increasing in popularityas financial institutions compete for borrowers in the financial market.

Thats it for this week, folks. I hope you enjoyed the question. Next

week, I will present the final profile-one question. Keep safe until then.

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

[email protected]

Raising capital for the business

yl:principles of business

RUDOLPH BROWN/PHOTOGRAPHER

Lascelles Chin (centre), founder and executive chairman of Lasco, chats with students at Wolmers Boys School

Careers Day at The Mico University College auditorium on Friday.

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MAUREEN CAMPBELLContributor

MIGRATION REFERS to the movement of

people from one geographical area to

another. Migration will occur within a

country (internal migration) or between countries

(external or international migration).

Gross migration rate refers to the number of

persons per year, per thousand members of a

population, who enter or leave a geographic area.

Net migration refers to the annual increase or

decrease per one thousand members of a

population resulting from migration into and out

of the population. It is also possible to have a

negative net migration rate which would show

more people overall left an area than entered it.

There are two main types of migratory pattern

immigration and emigration. This is referred to

as external or international migration.

Emigration involves movement into another

country where you become an immigrant. An

example is movement from Jamaica to the UnitedStates. This movement is usually associated with

push (factors encouraging you to leave your

country) and pull factors (inviting you,

beckoning you to come, we have what you

desire). Examples are:

Need for education

Fleeing the law

Violence in the country of origin

Step migration

Chain migration

ADVANTAGES:

Higher standard of living and better life

chance.

Educational opportunities.

Less violence.

Employment opportunities.

With family members who had previously

migrated.

Remittance to family members.

Broken families, children left in the care of

relatives or friends.

DISADVANTAGES:

Brain drain since mostly the educated

persons migrate from our countries, hence it

is referred to as brain drain.

Unable to communicate as there is a

culture shock.

Lack of or menial job opportunities.

Discrimination, based on colour, race, etc.

Immigration refers to the movement of

individuals into your country. In the Caribbean,

people usual immigrate to our islands when they

have retired from work done in foreign lands and

want to live a quiet life.

There is also another category of migration,internal migration or the movement of

individuals within a country. In the Caribbean,this movement tends to be from the rural areas to

the urban areas to settle. Rural to urban

migration has resulted in urbanisation the

process by which an increasingly largerproportion of the worlds population lives in or

very near to cities. Urbanisation has been so

common that it is now taken for granted in many

parts of the world. Today it is believed that

almost as many people live in urban areas as inrural areas.

REASONS FOR URBANISATION

1. People are pushed out of their villages

because expanding rural population cannot be

supported by the existing agricultural economy.

2. Poor people are attracted to the cities due to

the belief that there are opportunities for better

education, employment, social welfare support

and good medical care. Unfortunately, they arelikely to be disappointed.

3. Mostly young people tend to migrate to the

cities seeking all of the above plus opportunitiesfor entertainment as they complain of the lack of

theatres, cinemas, game arcades, shopping mallsand cable television. Also, most areas lack

proper sporting facilities which are available inthe city.

4. We must admit, however, that there is a

scarcity of employment opportunities other than

in agriculture in the rural areas. Most of us

consider agricultural work to be labourious, low-

paying, risky and menial. There is a rush to the

city in search of white-collar jobs.

EFFECTS OF CITY LIFEa. Provided with more chances to pursue a

career of their own choosing.

b. The many job opportunities that may be

available allow individuals to enter into

occupations that are in harmony with their

talents and abilities. They will enjoy the

fulfillment of pursuing a career which they

love and enjoy.

c. Individuals who fail to obtain gainful

employment will be forced into illegal and

demoralising activities in order to earn a

living.

d. May be forced to live in slums as they are

unable to pay high rents which comes with

living in the city.

COPING WITH INCREASED POPULATION

IN THE CITIES

1. Addressing the deficiencies in the rural

areas and making these areas more attractive

for settlement.

2. The erection of industrial sites and building

of industrial plants in the rural areas.3. Erection of proper infrastructure such as

roads, water and sporting facilities to help in

reducing this move to the cities.

ACTIVI TIES

1. State three reasons individuals migrate.

2. Differentiate between emigration and

immigration, internal and external migration.

3. What do you understand by the term barrel

children?

4. Define chain and step migration and state

any other forms of migration that was/is

practised in the Caribbean region to date.

5. Suggest three ways in which a government

can prevent internal migration. Explain why it

is necessary to lessen internal migration.

6. Suggest three strategies that may be used

by the government to prevent brain drain in

your country. Give reason you think these

strategies may be successful.

Maureen Campbell teaches at St Hughs High School. Send

questions and comments to

[email protected]

Moving in,moving out!

yl:social studies

The past is a foreigncountry. They do things

differently there.-L.P. Hartly

Libriarian Judith Silvera educates these Black River High students during a recent tourof the Gleaner Company.

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FRANCINE TAYLOR-CAMPBELLContributor

THIS WEEK we will continue to look at questions on the moleconcept. You can never have too much practice in this area.Let us try this question.

1. (a) A compound with relative molecular mass of 180 was found

to contain 40% carbon, 6.7% hydrogen and 53.3% oxygen. Determine

the molecular of this compound.

(b) 1.89g of zinc nitrate was heated according to the equation

2Zn(NO3)2 (s) == 2ZnO (s) + 4NO2 (g) + O2 (g)

(i) What is the percentage by mass of oxygen in zinc nitrate?(ii) What volume of oxygen at r.t.p. is given off when 1.89g of zinc

nitrate are heated?

ANSWERS

1. Carbon Hydrogen Oxygen

Mass in 100g 40 6.7 53.3

Molar mass (g/mol) 12 1 16# mol 40/12 6.7/1 53.3/16

3.33 6.7 3.33

Ratio of mols 1 : 2 : 1

Empirical formula of compound = CH2O

Therefore, the molecular formula = (CH2O)nIf the molecular mass of the compound = 180

Then (CH2O)n = 180

(12 + (1*2) + 16)n = 180 thus 30n = 180 ; n=6

Molecular formula = (CH2O)6 = C6H12O6

(b) 2Zn(NO3)2 == 2ZnO + 4NO2 + O2Molar mass of Zn(NO3)2 = 65 + 14*2 + 16*6 = 189g

% O = mass of oxygen in zinc nitrate = (96/189)*100 = 50.8%Total mass of zinc nitrate

(ii) 1.89g of Zn(NO3)2 represents 1.89/189 = 0.01 mol

According to the equation, 2 mol of Zn(NO 3)2 gives off 1 mol 02Therefore, 0.01 mol Zn(NO3)2 will produce 0.01/2 = 0.005 mol O 2At rtp 1 mole of any gas occupies a volume of 24dm3

0.005 mol O2 has a volume of 0.005*24 = 0.12dm3

QUESTION 2

2. Ammonia and carbon dioxide react to form water and a solid,

urea, CON2H4. In the reaction, 72dm3 of carbon dioxide at rtp are

converted to urea.(i) Write the equation for the formation of urea.

(ii) Calculate the volume of ammonia at rtp which reacted.

(iii) Calculate the mass of urea formed.

ANSWERS

(i) 2NH3 (g) + CO2 (g) == H2O (l) + CON2H4 (s)

(ii) Based on the equation 2 mol NH3 react with 1 mol CO2 (2:1 ratio)

Hence if 72 dm3 of CO2 is used then 2 x 72 dm3 of NH3 would react.

Volume of ammonia = 144dm3

(iii) 1 mol of gas at r.t.p has a volume of 24dm 3

# mol CO2 used = 72/24 = 3 mol

Using the equation again, 1 mol CO2 produces 1 mol CON2H4 (urea)Thus 3 mol CO2 produces 3 mol urea

Molar mass of urea = (12 + 16 + 14*2 + 1*4) = 60g3 mol urea has a mass of 60 x 3 = 180g.

NOW ATTEMPT THIS QUESTION.

3. Give the equation for the reaction between methane and steam.

Calculate the maximum volume of hydrogen, measured at stp,which can be obtained from 16g of methane.

REMEMBER

When working problems with moles, it is always best to start by

finding the number of moles of the known substance whether by using

its mass or volume. Also, in most cases an equation is essential as it

helps to determine in what mole ratio the reactants combine or theproducts form.

In next weeks lesson, we will look at the mole and its application to

solutions.

Francine Taylor-Campbell teaches at Jamaica College. Send questions and

comments to [email protected]

Calculations and the mole concept

yl:chemistry

Special Projects Officer at the Jamaica Information Service, Christine Ade-Gold (left), responds to a question from Christine Mitchell (centre), about the various publications of theagency, at the Kingston Book Festival, held on the lawns of Devon House in St Andrew on March 9.The event was organised by the Book Industry Association of Jamaica. Little

Janelle Ellis also attended the festival.

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DEBBION HYMANContributor

OBJECTIVES

AT THE end of the lesson you

should be able to:

1. Describe the economic, political

and ideological factors which

influenced the United States interest

in the Caribbean up to 1962.

The United States relationship with

its Caribbean neighbours has been

shaped primarily by factors related todefence, expansionism, trade and

ideological dictates. As early as

1823, the nation started crafting

doctrines that would protect its

interests. The Monroe Doctrine of

1823 primarily shaped American

involvement in the Caribbean in the

19th century. This policy statement

was issued by President James

Monroe, who issued a stern warning

to European countries that the

Americas was closed to furtherownership or colonisation by

European countries. President

Monroe went as far as to state that

America would regard any attempt to

recolonise any territory that had

gained its independence as a direct

threat to the United States. This was

primarily directed at Spain who, at

the time, was busy trying to recapture

its Latin American territories.

This ideological position wasexpanded throughout the 19th

century as the principle of Manifest

Destiny became entrenched in the

American psyche. The belief that the

United States was destined by God

to dominate the Western hemisphere

from the Atlantic to the Pacific

fuelled American dreams and actions.

This belief resulted in a very

aggressive and domineering attitude

on the part of the US. It led to the

Spanish-American War of 1898

between the United States and Spain.

Cuba was, at that time, embroiled

in armed struggle to gain its

independence from Spain. The

Americans seized this opportunity to

further undermine Spains influence

in the region. Their participation in

the war brought swift defeat to Spain

and heralded the emergence of the

United States as a world power. The

end of the war also signalled greater

American involvement in political

interest in the region as well as

increased economic investments. The

region was important in helping the

US to fulfil its manifest destiny for

the following reasons:

Its close proximity influenced

defence issues. The security of the

United States depended on its control

of neighbouring territories to ensure

the safety of its borders, its citizens

and its property.

The Caribbean represented a

large potential market for American

manufactured goods. This would

further encourage the growth of

industry, thus the creation of wealth.

With large populations of

mainly unskilled, unemployed labour,

United States capitalists saw the

Caribbean as potential source of

cheap labour. Many Caribbeannationals were used in the

construction of the Panama Canal at

the turn of the century and gradually

there was a steady stream of

emigrants headed for the United

States, especially after the second

World War.

The Caribbean possessed a

variety of raw materials that America

wished to exploit in its own economic

interest. Agricultural enterprises such

as sugar and banana attracted

American investors at first, but

bauxite, oil and tourism, as well as

railroads became increasingly

important outlets for American

investment up to 1962.

US policy during the first decades

of the 20th century was nationalistic,

expansionist and aggressive and was

based on a feeling of racial and

cultural superiority of the American

people. This ideology is often

described as the Big Stick Policy and

is often illustrated by actions such as

the taking of the Panama Canal from

Colombia and the issuing of the

Roosevelt Corollary to the Monroe

Doctrine (1904).

The Roosevelt Corollary was

issued by President Theodore

Roosevelt and asserted the right of

the US to intervene in the affairs of

the neighbouring states if there was

perceived to be any threat to

American lives and investments. This

document is important as it marked

yet another turning point in

American-Caribbean relations. The

corollary had, in effect, declared the

US the ruler of the Caribbean basin

and made clear American intention to

rule by force if necessary.

The Roosevelt Corollary paved the

way for American intervention in the

region as it accorded the United

States government the power of an

international policeman and

implicitly and explicitly undermined

the independence of the republics

within the hemisphere.

The corollary stated clearly that

America was not interested in

acquiring colonies and that it would

not interfere in any country that was

stable and prosperous.

The big-stick polices of the United

States government caused great

unease and resentment throughout

the Caribbean. The United States

found itself increasingly portrayed in

a negative light. Many of the smaller,

poorer states resented the manner in

which it used its increasing economic

wealth to enforce its policies. This

attitude was described as Dollar

Diplomacy.

In an attempt to repair its image,

the US embarked on a new approach

to its neighbours. In the 1930s, the

administration of President Franklin

Roosevelt pledged itself to pursue the

policy of a good neighbour. This

good neighbour policy witnessed the

United States withdrawing its claims

to rights of interference in the

governments of other countries.

Consequently, the Platt Amendment

was annulled in 1934 and a 1936

treaty ended US right to intervene in

Panama. There was also the creationof the Peace Corps that was to foster

better relations between the US and

its neighbours.

These phases continued until the

second World War (1939-1945). The

end of war would witness a new

period in world history with the

development of two distinct blocs.

There was the communist bloc led by

the Soviet Union and the anti-

communist bloc led by the US. Thesetwo distinct ideologies would play

out during the Cold War era, and this

period witnessed a changing dynamic

in American-Caribbean relations.

The United States was now

determined to keep its area free from

the influence of communism. To this

end, it tightened control over the

Caribbean Basin. Countries in the

region were expected to sign

agreement, were provided with money

and military assistance in order to

prevent them succumbing to the

temptation to enter into any

negotiation with communist interests.

The US also developed new and

more powerful weapons, many

utilising nuclear power. The Panama

Canal assumed greater importance

due to its strategic location. The US

government began to view its security

in terms of the canals safety and

security. The communist threat

became one of the most important

factors in US-Caribbean relations

from the 1960s. The work of the

Central Intelligence Agency became

important in the region during this

period and has continued to the

present. In 1962, the US and the

Soviet Union almost went to war over

the incident known as the Cuban

Missile Crisis.

SUMMARY

The United States influence

extended in most Caribbean

territories. Additionally, Americas

relationship with the region was

characterised by four objectives:

The formation of alliances to

prevent interference by other

powers

The encouragement of trade

Regional support for American

policies on the international scene

The protection of American

interests.

In order to ensure the achievement

of these objectives, the US maintains

steady interest in the affairs of the

region to guarantee governments that

are friendly towards its interests and

to maintain peace and stability in the

region.

Debbion Hyman teaches at St H ughs High

School. Send questions and comments to

[email protected]

Reasons for United Statesinterest in the Caribbean

yl:history

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MARJORIE HENRYContributor

IN THE last lesson I started the description of communications. After

indicating the different forms of communications, namely roads,

railways and airways, I shared further on roads, highlighting the

different types and how they are usually represented on the ordnance

survey map. I ended the lesson by stating that there is a directrelationship between relief and communications. It is the relief of the

land that influences the route taken by road and rail communications.

This also influences the type of road. In his text New Caribbean

Geography, Vohn Rahil informs us that communications tend to follow

the most easily accessible route and areas with gentler gradients form

natural route ways. Additional information from his text on how relief

impacts on communication is tabulated below:

(i) Roads are straight where the gradient is gentle. They follow flat

areas and where the land rises gently they tend to follow the more

level and lower spurs and flatter watersheds.

(ii) They take a winding route where the gradient is steep. This isnecessary in order to avoid steep gradients.

(iii) Routes tend to follow gentle gradients in hilly areas utilising

passes and gaps where hills are present, lowland valley sides and

flat areas otherwise.

In addition to relief, there is also a relationship between

communications and settlement and settlement patterns. John Niles, in

his text Modern Caribbean Geography, in reference to his country,

states that first-class roads are the main roads and highways; smaller,

second-class roads are found within settlements; narrow and not-well-

maintained third-class roads link villages, while fourth-class roads are

narrow and are generally found in farming areas. Vohn Rahil states that

road communications influence settlement patterns. Routes meet at a

junction or in a particular nodal position. The natural existence of

routes influences settlement types or settlement pattern. Recall what

was said when the different settlement patterns were discussed in an

earlier lesson.

Rail routes follow flat areas or level ground as they are unable to

manoeuvre gradients steeper than 1 in 40. Physical relief barriers must

be overcome. Hills are, therefore, tunnelled through and bridges built

across rivers. A railway crosses different barriers in order to maintain a

flat or level gradient. With regard to air transportation, relief impacts

on the location of the airport. There should be an extensive area of flat

land for the runways for landing and taking off, and adequate space

for airport expansion.

The last aspect of description that I would like to mention is that of

land use. This includes all the evidence on any map of human activity.

The list includes agricultural activity pastoral and arable farming;

settlement; industrial use; mining activities; public and social services;

recreational use. Vegetation is also included in the list of land use. It is

the key or legend of the map that will indicate what is present, so the

instruction remains the same study it!

Make sure that you understand what you are being asked to do in

your description of land use. Here are some of the ways that the land

use question can be given:

You may be asked to list different types of a particular land use,

for example, agricultural. Respond accordingly, do not waste time to

mention settlement or any other activity but agricultural.

You may be asked to describe land use in a defined area of theextract and you are given the boundaries in terms of eastings and

northings. Focus only on that given area. Identify what is present and

where it is located. If there is agricultural activity, namely the

cultivation of a crop, name the crop.

You may be asked to give reasons for the pattern of land use in a

specific area. If, for example, there is industrial use such as a bauxite

plant, look for indications of bauxite mining areas close by.

Recall what has been said in the earlier lessons or stated in your

syllabus about the profile dimensions of each question. Description

falls within Profile 3 and this section of the compulsory map-reading

question, therefore, demands more of you. Take time to read thequestion carefully, follow the instructions and give only map evidence.

Continue to work well as you prepare for your external examinations

in another few weeks.

REFERENCES

Geography for CSEC - Jeannette Ottley et alModern Caribbean Geography - John NilesNew Caribbean Geography - Vohn Rahil

Marjorie Henry is an independent contributor. Send questions and comments to

[email protected]

Communications

yl:geography

Tchakamau Ra is all smiles as she walks away with the top prize for Best Overall Performance in the 2012 CaribbeanSecondary Examination Council tests, at the National Caribbean Examination Council awards ceremony held on

Friday, March 8, at St Georges College in Kingston.She passed 16 subjects, 15 with grade one.

cxc_20130319

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