YOUTHLINK MAGAZINE | 12 APRIL 2-8, 2013

yl:office administration

HHYYAACCIINNTTHH TTUUGGMMAANNContributor

THE PAPERWORK involved in the Dispatch and TransportOffice can be quite large. However, each document has afunction and, therefore, must be used correctly, handled

carefully and protected.

DOCUMENTS USED IN THE TRANSPORT OFFICE

A) DELIVERY NOTEThe preparation for the dispatch process is activated as soon as

an order is received in the Sales Department. The invoice clerkprepares the invoice and sends a copy to the factory office. Thiscopy of the invoice is frequently referred to as the delivery note andsometimes as a packaging note. The term ‘packaging note’ refers tothe activity involved in the actual preparation of the goods fordispatch. The term ‘delivery note’ is also used because the deliveryis usually accompanied by copies of the document when the goodsare processed for delivery. When the delivery is made, a copy of thedelivery note is given to the customer for recordkeeping. The othercopy is signed by the customer. This documents the delivery of thegoods. The signed copy is returned to the office.

B) ADVICE NOTEAn advice note is a document used in the Dispatch and

Transport Office to advise the customer that the goods will bedispatched on a particular date, as well as the mode oftransportation.

C) DESTINATION SHEETThe destination sheet gives details of the vehicle to be used, its

number, the driver’s name, the name of any assistant, the nameand address of the recipient and a description of the productsbeing delivered.

D) TRANSPORTATION BY AIR/SEAAirline - delivery is more expensive. Airline delivery

arrangements are generally made when goods are neededurgently and also when other methods of transportation areunavailable.

Whether goods are shipped by air or sea, the regulations laiddown by the airline, shipping carrier association and allgovernment agencies must be adhered to. A variety of documentsare required for successful delivery of the products involved.

When packaging has been completed, the following documentsshould be identified and used:

� certificates of origin� customs forms� insurance certificates� air waybills� bills of lading� export/freight invoices

E) FREIGHT INVOICESFreight invoices are basic to regular invoices, but apart from

the general labelling which must be put on each package, thename of the airline carrier/vessel should also be included on theinvoice.

F) INSURANCE CERTIFICATEInsurance coverage has to be provided for the goods being

shipped, allowing claims to be made for any damages that mayoccur during transportation.

G) AIR WAYBILLSThe main objective in using a waybill is to protect the airline

carrier if it should become necessary for the consignor to makeclaims for damage to or loss of goods.

A waybill must accompany any consignment of goods to betransported by air carriers. The waybill has three sections:

SSeeccttiioonn 11 - must be marked ‘for the carrier’ and signed by the consignor.SSeeccttiioonn 22 - marked ‘for the consignee’ and accompany the goods.SSeeccttiioonn 33 - is signed by the carrier airline and returned to the consignor.

H) BILLS OF LADINGA bill of lading is usually prepared in triplicate. The seller, the

buyer and the captain of the ship each receives a copy.

I) CERTIFICATE OF ORIGINThis document gives proof of the origin of the goods, that is,

from which country they are shipped.

J) CUSTOMS FORMSCustoms regulations in each country must be adhered to.

Goods being despatched overseas require customs declarationforms and, in some cases, export licences. Special fees arecharged on some products.

ACTIVITYFamiliarise yourselves with each of the documents mentioned

in this lesson and endeavour to complete them.

God bless and have a good week.

Hyacinth Tugman teaches at Glenmuir High School. Send questions andcomments to kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

Dispatch and transport officepart 2

RUDOLPH BROWN/PHOTOGRAPHER

Juven Montague-Anderson (second left), assistant general manager of marketing and communication of FirstHeritage Credit Union, in discussion with students (from left) Lamar Rowe, Garney Grant, Claudia Barrowsand Sharraine Hill at The University of Technology, Jamaica; College of Business and Management; School ofBusiness Administration, 18th Annual Students Conference, held under the theme, ‘Jamaica positioning itself totake advantage of global opportunities’, at the Jamaica Conference Centre in Kingston last week Wednesday.

YOUTHLINK MAGAZINE | APRIL 2-8, 2013 13

FFRRAANNCCIINNEE TTAAYYLLOORR--CCAAMMPPBBEELLLLContributor

LET’S CONSIDER THE FOLLOWING QUESTION.1. 34cm3 of hydrochloric acid of unknown concentration required

25cm3 NaOH of concentration 2.00 mol/dm3 to be completelyneutralised.

(a) Write the equation for the reaction between sodium hydroxide and hydrochloric acid (include/state symbols).(b) Calculate the number of moles of sodium hydroxide in 25cm3

of the solution used.(c) Calculate the number of moles of hydrochloric acid in the volume of hydrochloric acid used.(d) Calculate the number of moles of hydrochloric acid in 1 dm3 of solution.

ANSWERS(a) HCl (aq) + NaOH (aq) == NaCl (aq) + H2O (l)(b) Concentration of NaOH is 2.0 mol/dm3

Thus, 2 mol NaOH are present in 1000cm3

X mol NaOH is present in 25cm3

X mol = (25 x 2)/1000 = 0.050 mol(c) Since NaOH and HCl react in a 1:1 ratio, the number of moles of HCl that reacted is also 0.050 mol which is present in 34cm3.(d) 0.050 mol HCl is in 34cm3

Thus, X mol are in 1000cm3 (1 dm3)X mol = (0.050 x 1000)/34 = 1.47 molConcentration of HCl = 1.47 mol/dm3

QUESTION 228.50cm3 of 0.050 mol/dm3 H2SO4 exactly neutralized 25.00cm3

X2CO3 of concentration 6.00g/dm3. Calculate (a) Mr for X2CO3

(b) Ar for X(i) Equation: X2CO3 + H2SO4 = X2SO4 + H2O + CO2

28.50cm3 H2SO4 contains the same number of moles as 25.00cm3 X2CO3

(ii) moles of H2SO4 in 28.50cm3 of 0.050 mol/dm3 = (28.50x0.050)/1000 = 0.001425 mols

(iii) moles X2CO3 in 25.00cm3 = 0.001425 mols(iv) Moles X2CO3 in 1000cm3 = (0.001425x1000)/25 = 0.057 mol/dm3

(v) But 1dm3 X2CO3(aq) contains 6.00g6.00g has 0.057 molie 6.00/0.057 = 1 mol = 105gMr = 105.0(vi) Mr of X2CO3 = (Ar of Xx2) + 12 + (3x16) = 105Ar of X = (105 - (12 + 48))/2 = 22.5 ie Ar = 22.5

QUESTION 3A small piece of lithium of mass 0.35g is added to cold water. The

resulting solution is titrated with 2.00 mol/dm3 hydrochloric acid.(a) Write the equation between lithium and water and the lithium solution and hydrochloric acid.(b) What volume of hydrochloric acid is needed to neutralize the lithium solution?

ANSWERS(a) 2Li (s) + 2H2O (l) == 2LiOH (aq) + H2 (g)Remember that the alkali metals dissolve in water to form a metal

hydroxide and give off hydrogen.LiOH (aq) + HCl (aq) == LiCl (aq) + H2O (l)

(b) Molar mass of lithium is 7# mol Li = 0.35/7 = 0.05 molBased on the equation Li reacts in a 1:1 ratio to form LiOHThus the # mol LiOH = 0.05 molLiOH and HCl also react in a 1:1 ratio# mol of HCl is also 0.05 molSince 1000 cm3 contain 2.00 molX cm3 contain 0.05 mol thus X cm3 = (1000 x 0.05)/2 = 25 cm3

NOW ATTEMPT THESE QUESTIONS.Q4. What is the concentration of a solution of sodium hydroxide if

25cm3 of it requires 20cm3 of hydrochloric acid of concentration 0.100mol/dm3 for neutralisation?

Q5. 37.50cm3 of HCl containing 0.100 mol/dm3 neutralised25.00cm3 XHCO3 of concentration 15.00g/dm3. Calculate Mr forXHCO3 and Ar for X.

Q6. In this titration 25.0 cm3 0f 1.0 mol/dm3 NaOH was used.Calculate the volume of 2.0 mol/dm3 HCl needed to neutralize thealkali. Calculate the mass of sodium chloride formed.

Francine Taylor-Campbell teaches at Jamaica College. Send questions andcomments to kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

Calculations onthe mole

yl:chemistry

yl:geography

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MMAARRJJOORRIIEE HHEENNRRYYContributor

IN THE last lesson I started a discussion on river processes. Some of the things Ishared are that:� Rivers perform two very important physical functions: (a) they get rid of the excess water on the land and (b) they work powerfully towards the wearing away of the land surface.� As the river flows from its source to its mouth, it changes the land by erosion, transportation and deposition.� The rivers are able to do their work because they possess energy.

I started to look at the different processes involved in river erosion and mentionedtwo of them: (i) corrosion or solution and (ii) hydraulic action or quarrying. This weekI will continue with the other processes.

(iii) Corrasion or abrasion. This is the mechanical grinding of the river’s tractionload against the banks and bed of the river. The rock fragments are hurled against thesides of the river and also rolled along the river bottom, dislodging rocks and addingmore load to the river. Each sand grain, pebble or boulder carried becomes a cuttingtool capable of deepening and widening the river bed. Corrasion takes place in twodistinct ways:

(a) Lateral corrasion is the sideways erosion which widens the V-shaped valley.(b) Vertical corrasion is the downward action which deepens the river channel.

Abrasion is most effective where river flow (velocity) is rapid, river load is heavyand much debris is being rolled along the bottom. Potholes, undercut banks,smoothed and rounded boulders are some of the features produced by this

process.

(iv) Attrition. This is the wear and tear of the transported materials themselveswhen they roll and collide with one another. As a result, there is a constant diminutionin the size of the fragments being moved by the river. The coarser boulders are brokendown into smaller stones; the angular edges are smoothened and rounded to formpebbles. The materials become easier to transport.

(v) Cavitation. This occurs in rocks which possess joints or fractures. Tiny airbubbles implode within joints and fractures as the air is first compacted then expandsexplosively in semi-enclosed cavities. Cavitation is really an aspect of hydraulicaction.

The rate at which running water will erode depends on the following factors:� Stream Size. Larger volumes of water are capable of carrying larger loads

which, in turn, increase the ability of the stream to abrade. Thus, erosion will be mostactive when rivers are at flood stage and transporting large amounts of material.

part 2

CONTINUED ON NEXT PAGE

YOUTHLINK MAGAZINE | 14 APRIL 2-8, 2013

� Gradient and Velocity. Gradient refers to the slope down which the river flows. Rivergradients are usually high at the source or head and become relatively low at the mouth of theriver. The velocity of a river increases when gradients are steep, when there are large volumes ofwater and when the channel is straight, narrow and relatively free of obstacles.

� Nature of the Load. Rivers whose beds follow a straight and narrow course erode moreeffectively than rivers with meandering channels. Likewise, rivers whose beds contain manyobstacles such as plants, boulders and similar obstructions will be reduced in velocity andcarrying power.

As you revise this topic make sure that you are clear in your mind on each process. Take care

that you do not confuse corrosion with corrasion, for example. In fulfilling the objective asoutlined in the syllabus, you can be asked to name and describe these processes.

REFERENCES:CCeerrttiiffiiccaattee PPhhyyssiiccaall aanndd HHuummaann GGeeooggrraapphhyy - Goh Cheng LeongGGeeoollooggyy MMaaddee SSiimmppllee - William H. MatthewsGGeeooggrraapphhyy ffoorr CCSSEECC - Jeanette Ottley et alMMoorrpphhoollooggyy aanndd LLaannddssccaappee - Harry Robinson

Marjorie Henry is an independent contributor. Send questions and comments to kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

yl:g

eogr

aphy

yl:english language

Persuademe!NNAATTAASSHHAA TTHHOOMMAASS--FFRRAANNCCIISSContributor

Hello, all! In last week’s lesson I gave you the steps to follow in order to produce yourargument. This week I wish to look at the ways in which you may be asked to present yourargument.

QUESTION TYPESThe essay is not the only format in which CXC may ask you to organize your points. There are,

in fact, three main ways in which you may be asked to present your arguments:

THE ESSAYThis is the most popular format in which you present a simple layout of introduction, body and

conclusion, organised into appropriate paragraphs. It is normally written in the third-personvoice.

THE SPEECHThis is a similar format to the regular essay but this argument makes reference to an audience

(for example: ladies and gentlemen; fellow students; parents) throughout the discussion of thetopic. It is written in the first-person voice.

THE LETTERThe regular essay format is placed within a letter. This includes the addresses, date, salutation

and complimentary close. For example, a letter to the editor or a letter of complaint. These lettersoften contain criticisms.

Consider the following letter to the editor. Try to identify the main arguments presented. Do youagree with the writer’s view? How has the writer organized his/her points? What are the techniqueshe/she has employed?

The EditorThe Daily TimesSir,

It is well known that violence among the young people is rapidly growing. Among our citizensare seasoned criminals whose cruelty leaves many of us in peril.

Many of their crimes have their origin in illegal drugs and excessive use of alcohol. Apartfrom the personal danger faced when drug addicts vent their anger on innocent lives, there is theadded problem of carnage on the roads. Reckless and irresponsible intoxicated drivers or drugaddicts are free to act menacingly on the roads. Here the law enforcement has to make a greaterand more serious effort to control this recklessness. What has become of the breathalyser?

The upsurge in school violence is the result of the indifference of authorities to curb violencein the early years. There were no serious measures to limit violence or to examine the causes ofviolence among children. Now this has come to haunt many city schools.

Schools have to re-examine their focus, to enforce a greater sense of discipline, to controldrugs and alcohol use through education and counsel, and to engage law enforcement where theneed arises.

If a serious approach is not taken, then our society will continue to crumble and anarchy inthe society will be inevitable. All measures should be taken and all in authority must addressthese problems if we are to live in comfort and freedom.

Yours sincerely,Disturbed.

I leave with you an argumentative essay checklist. I want you to peruse the checklist and useit to evaluate the ways in which you present your arguments:

CHECKLIST� Does your essay clearly express your position on the topic or issue?� Is your position supported by reasons?� Have you used supporting evidence for each reason?� Are your reasons arranged in an effective order?� Have you used appropriate language structures to connect your ideas?� Have you summarized your main arguments in a conclusion?� Have you checked carefully for errors in grammar, usage and mechanics?

Use the checklist as a guide, especially when developing your writing skills, and keep it inmind when you are writing the exam.

Natasha Thomas-Francis teacher at Glenmuir High School. Send questions and comments to kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

PART 3

YOUTHLINK MAGAZINE | APRIL 2-8, 2013 15

DDEEBBBBIIOONN HHYYMMAANNContributor

OBJECTIVES BY THE end of the lesson you should

be able to:1. Discuss reasons for United States’ intervention in the following territories:a) Haiti (1915)b) Dominican Republic (1916)c) Grenada (1983)

US INTERVENTION IN HAITIThe United States (US), up to the

beginning of the 20th century, hadrelatively no commercial and economicinfluence in Haiti. By 1870, however, theUS began to make investments in theHaitian economy as it looked at Haitifrom the point of view of the country’sstrategic importance, thus releasing thetrade embargo. She established tradinglinks with Haiti and by 1913 the USshared 60 per cent of the Haitian market.

In the late 19th century efforts hadbeen made to conquer the Mole StNicholas. The Haitian peopleoccasionally tried to sell this region inreturn for political assistance fromAmerica. America ment to prevent eitherBritain or France from securing thisregion rather than trying to secure it forherself. The US, as with the DominicanRepublic, feared that unstable politicalconditions, and unstable finances aswell as chronic debt would inviteEuropean intervention. The foreigngroup most feared were the Germanswho had invested heavily in Haiti’spublic utilities.

Political conditions in Haiti were veryunstable. Between 1888 and 1915, noHaitian president had served his fullterm of office. In July 1915 PresidentGuillaume Sam was overthrown in abloody riot. The US used this incident asan excuse to occupy Haiti. The mainreason for intervention was to preventthe country from falling into the hands of

the Europeans, to provide a stablegovernment and to put Haiti’s finances inorder.

America controlled Haiti’s customs tofacilitate the payment of debts to foreigncreditors. The occupation also saw theconstruction of roads and,improvements in health and sanitation.The long-standing Haitian law which hadforbidden the ownership of Haitian landby foreigners was revoked to enableeasier US investment in the republic.

The occupation years also witnessedcloser commercial ties with the US andHaiti.

There was major resistance to the USoccupation that did not end until 1934.The major rebellion against theAmerican occupiers took place under theleadership of Charlemagne Peralte in1919. The rebellion was, in the firstplace, a protest against the brutal corveesystem, a system of forced labourimposed by the Americans. The Peralterevolt was suppressed.

In keeping with the Good NeighbourPolicy, America decided to withdraw in1934.

THE US AND THE DOMINICANREPUBLIC

The Dominican Republic wasoccupied by the US during the period1916 to 1924. Before this period,however, the US had shown interest inthis territory and had actively involveditself in the appointment of presidents ofthe country. Political instability was theconcern of the US because she fearedthat it would provide an opening for theenemies of the US. One of the supposedenemies was Germany, who had strongcommercial interests in Dominicantobacco and cocoa. The US also came tothe conclusion that one way of solvingthe problem in the Dominican Republicwould be to bring about financialstability since it was the problem of the

debts owed to the European powerswhich brought about the dangers ofintervention.

In 1907 the Dominican-AmericanConvention took place in which it wasagreed that the US would supervise thecollection of customs duties and use 55per cent of this to repay foreign debts. Inessence, what the US agreed to do wasto take control of the republic’s financesby creating stability and, thus,preventing the intervention of othercountries. This evidently showedAmerica’s ‘Dollar Diplomacy’ in action asshe was using the power of the Americandollar to control the Dominican Republicand ultimately enable her to implementdesired foreign policies. The US madeinvestments in the Dominican sugarindustry, which led to a significantincrease in sugar production.

In spite of the convention, politicalconditions remained unstable and thepossibility of military intervention andoccupation grew more probable with thecoming of the First World War. In 1916the opportunity came for America tooccupy the republic when civil war brokeout with the assassination of theDominican president. America sent hertroops in to restore order and stabilityand to protect her investments.

The occupation of the DominicanRepublic witnessed a massive increasein American investments in the sugarindustry. There were improvements inroad conditions, programmes for bettersanitation as well as various publicworks programmes. A nationalconstabulary was also established. Thecountry witnessed stability not seensince 1906 to 1911 because of Americanoccupation.

The Dominicans, however, wereunhappy with this occupation as theyrealised that the American dollar wastotally in control of the country’seconomy. As with Panama and Cuba,

national sentiment aroused against theAmericans who were forced to withdrawin 1924.

UNITED STATES’ INTERVENTIONIN GRENADA

Grenada became an independent stateon February 7, 1974. The socialstructure of the island up to this pointwas highly stratified according to race,colour and wealth. Eric Gairy, thoughpromising from the 1950s a shift in thebalance of power within the status quoon a more equitable basis, was unable tofulfil this promise in the 1970s. Thisfactor along with the institution of tighteconomic control caused Grenadians tobecome disenchanted with Gairy’sleadership.

To make matters worse Gairy assumeddictatorial powers and instituted a ‘reignof terror’ against his opponents. Many ofhis critics were murdered as thepolitical, social and economic systemsof Grenada collapsed.

A group of discontents under thebanner of the New Jewel Movement(NJM), led by a young attorney namedMaurice Bishop, staged a bloodlesscoup in 1979, toppling Eric Gairy frompower. The People’s RevolutionaryGovernment (PRG) was then formed withMaurice Bishop as Prime Minister ofGrenada. It suspended the 1967constitution and dissolved Parliament.

When Bishop’s government began thetransformation of Grenada into a Marxiststate, the US and other anti-communiststates in the region became veryconcerned. Relations between Grenadaand the anti-communist bloc becamestrained as relations with Cuba and theSoviet bloc improved. The US begandiplomatic actions aimed at preventingfurther communist incursion into theWestern hemisphere.

The Maurice Bishop-led governmentdid not hold any general elections butinstead concentrated on increasing its

military capabilities with assistance fromits new allies. Cuban troops and workerspoured into Grenada to assist in thebuilding of a new international airport atPort Salines. The fact that this airportwas being built to accommodate largemilitary aircrafts made the US and itsallies very wary of the project. MauriceBishop justified the construction on thegrounds of an economic necessity andnational security. The U.S. rejected thisjustification. A political crisis developedbetween the US and Grenada. Extremistsin Bishop’s party disagreed with hishandling of the government and tookcontrol of the government byoverthrowing him. Bishop and othermembers of the PRG were arrested andsoon after executed by extremists whonow formed a Revolutionary MilitaryCouncil under the leadership of GeneralHudson Austin.

The new government surged aheadwith its plan to make Grenada a Marxiststate. The US was now making appealsto other states in the region to intervenein Grenada for the restoration ofdemocracy. States in the Caribbeanformed a coalition with the objective ofrestoring democracy in Grenada andpurging the region of the fear of acommunist takeover.

On October 25, 1983 US troopsinvaded Grenada with support frommembers of the Organisation of EasternCaribbean States (OECS), Jamaica, StVincent, St Lucia, Dominica, Barbudaand Barbados all committed troops inOperation Urgent Fury. By November 2,1983 the combined force had assumedcontrol of the island. General Austin wasarrested, Cuban workers and soldierswere sent home and an interimgovernment was installed. Generalelections were held in December 1984and Herbert A. Blaize of the NewNational Party became prime minister.

Debbion Hyman teaches at St Hugh’s HighSchool. Send questions and comments to kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

United States’ involvement in Haiti,Dominican Republic and Grenada

yl:history

YOUTHLINK MAGAZINE | 16 APRIL 2-8, 2013

YYVVOONNNNEE HHAARRVVEEYYContributor

GOOD DAY, everyone. Last week we did the final question on Profile 1. I hope you enjoyedall the related questions and benefitted from them. The topics for Profile 2 are production,marketing and business finance. The question for this week is on production. You may

wish to do some revision on the topic before considering the question. As with the Profile 1questions, I will give some ‘guiding your thoughts’ on the question and then the possible answer:

(a) Distinguish between production and productivity. (4 marks)(b) Define factors of production. (2 marks)(c) List the four factors of production and their rewards. (4 marks)(d) Distinguish between production types and production levels. (4 marks)(e) Name one type of production and give two examples of it. (3 marks)(f) Name one level of production and explain it. (3 marks)

Total marks: 20

(A) GUIDING YOUR THOUGHTSThe two terms are not synonymous. In the order of things production comes first and as

production takes place the productivity will change.

ANSWERProduction is the utilization of various resources or factors of production to make goods and

provide services to satisfy people’s wants and needs. Productivity, however, is the rate ofproduction in terms of the inputs of production. Productivity measures the amount of production

(B) GUIDING YOUR THOUGHTSIn order for goods to be produced and services to be provided, resources are needed and are

combined in different proportions.

ANSWERThe factors of production are the productive resources or the inputs that are used to produce

goods and provide services for the satisfaction of people’s wants and needs.

(C) GUIDING YOUR THOUGHTSThe factors of production are owned by persons. These persons require payment for their use

in production. There are four factors and each has a different reward.

ANSWERFFAACCTTOORR OOFF PPRROODDUUCCTTIIOONN RREEWWAARRDDLand RentLabour Wages and SalariesCapital InterestEntrepreneur Profit

(D) GUIDING YOUR THOUGHTSProduction takes place in different types of industries and in different amounts. The

Profile 2question 1

yl:prinicples of business

classification of the types of production can be either three or four types and there are three levelsof production.

ANSWERThe types of production refer to the industries in which production takes place, whether

primary, secondary or tertiary for the three types of classification. On the other hand, the levels ofproduction refer to the amount that will be produced under the type of production.

(E) GUIDING YOUR THOUGHTSYou can name primary, secondary, tertiary or quaternary, depending on the classification of

stages being considered. Where the levels are concerned there are three.

ANSWERSecondary production is one type of production, for example making shoes and constructing

buildings.

One level of production is subsistence, where just enough is produced for the family and verylittle surplus, if any, is produced. The little surplus that may arise is sold locally. Any good orservice can be produced at the subsistence level.

Well, that’s it for now, my friends. Next week I will do another Profile 2 question. Take care ofyourselves until then.

Yvonne Harvey teaches at Glenmuir High School. Send questions and comments to kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

Prime Minister, the Most Hon. Portia Simpson Miller (right), presents an awardto Arts and Culture winner of the Prime Minister’s Youth Awards forExcellence 2011, Michael Dane Lewis, at the Youth Awards ceremony, held atEmancipation Park on March 24. Mr. Lewis was among a group of 45outstanding young men and women who were also awarded in the categories ofAcademics, Agriculture, Entrepreneurship, Leadership, InternationalAchievement, Sport,Youth in Service, and Journalism.

YOUTHLINK MAGAZINE | APRIL 2-8, 2013 17

MMAAUURREEEENN CCAAMMPPBBEELLLLContributor

We cannot but feel uneasy about the losses caused by humanity themselves. Apart from the losses of lifeand property in destructive wars, the environment and natural resources are also being destroyed by humanhands.

-- NNoonngg DDuucc MMaannhh

OBJECTIVE1. Identify the location and uses of the major natural resources in the Caribbean region.2. Describe proper and improper practices related to the sustainable development and use of natural resources and their effects on the environment and the population.

Natural resources occur in nature. They consist of all things that do not come under man-made creations.From rivers and mountains to precious stones and minerals, the earth is abundant with resources that areused for development.

Jamaica: sugar, bananas, coffee, rum, citrus fruits, yams, bauxite, gypsumTrinidad and Tobago: natural gas, petroleum, citrus, cocoa, coffeeBarbados: sugar cane, clay, limestone, sand, oil, natural gasSt Lucia: forests, minerals (pumice), mineral springs, bananas, cocoa, coconut, citrus fruits and livestock.Guyana: gold, diamonds, precious stones, timber, seafood, sugar cane, rice, bauxite, forestsCuba: gypsum, nickel, copper, sugar cane, citrus fruits, coffee and tobaccoDominican Republic: sugar cane, coffee, bananas, coffee, gypsumGrenada: bananas, cocoa, spicesSt Lucia: coconut, also known as copra, is used for the making of coconut oilBarbados: limestone is used for the making of chalk, clay is used for pottery makingJamaica: bauxite for the use of making aluminum foilTrinidad and Tobago: petroleum made from crude oilSt Lucia: cocoa seeds are used to make chocolate

ACTIVITY Research on the uses of each resource mentioned below:RReenneewwaabbllee RReessoouurrccee NNoonn--rreenneewwaabbllee RReessoouurrcceessAgricultural land PetroleumWater BauxiteForests GoldBeaches DiamondMarine Life Geothermal energySolar energy DiamondsWind Gold

Fossil fuels

INDUSTRIES DEVELOPED FROM NATURAL RESOURCES IN THE CARIBBEANCaribbean countries have been blessed with natural resources. It is important that these industries be

exploited so the industries developed from these natural resources have created employment as well asforeign exchange earnings from exports.

EXAMPLESCCrruuddee ooiill is a natural resource of Trinidad. The petroleum industry provides employment and earns foreign exchange for the country.BBaauuxxiittee is found in large quantity in both Jamaica and Guyana. The alumina industry is an important foreign exchange earner. Alumina is exported and is further processed to make aluminum products.GGuuyyaannaa also has very large forest areas and has a very vibrant lumber and timber industry. Lumber is used in the construction industry.LLiimmeessttoonnee is processed to make cement in Jamaica.

OTHER NATURAL RESOURCES AND THEIR USES IN THE CARIBBEAN� Soil: This is used for the growing of crops� Water: This is used for drinking, for irrigation of crops and for transportation. Fishing is a valuable source of food within certain water bodies. The water from rivers is used to generate hydro-electricity

Natural resources in the Caribbeanyl:social studies

� Minerals: These are naturally occurring substances obtained from the ground. Examples are coal, petroleum, natural gas, iron, copper, gold, etc. Coal, natural gas and fossil fuels are sources of energy. Petroleum is used to make a variety of by-products like gasolene, plastic, etc� Vegetation: Land is used for farming from which vegetables, grains and fruits are grown� Wood from trees is cut and processed to make furniture for homes and to provide for construction materials. It is used for cooking and also as fuel to produce heat for warmth� Clothing: clothes are made from cotton� Plants are used as ingredients in medicines� Animals: These are used as food and their waste is used as fertilizer for crops

We get fur and hide from animals which are both used for making clothes.Used for transportation.

We need to make serious attempts to use natural resources in an efficient manner because, in recentyears, these resources have depleted as a result of their careless use. The seriousness of the problem can beunderstood from the words of former American President Theodore Roosevelt: “The conservation of naturalresources is the fundamental problem. Unless we solve that problem, it will avail us little to solve allothers.”

MISUSE OF NATURAL RESOURCES

NATURAL RESOURCES� Excessive mining, especially with regard to areas that have bauxite� Loss of forest area, burning of forest areas and the cutting of trees� Displacement of population� Loss of agricultural lands� Dumping of ore on surface resulting in soil/water pollution� Risks and health hazards to employees/population� Directly contributing pollution to water/soil/air in petroleum exploration and processing industry

WATER RESOURCES� Excessive groundwater exploitation� Displacement of human settlement in order to establish projects� Loss of agricultural/forest area to establish water catchment areas� The overuse of irrigation water leading to loss of fertility, which may result in increased pollution of land/water

ENVIRONMENTAL RESOURCES �Destructive use of atmospheric oxygen which, in turn, change the composition of air� Deforestation, which helps in polluting the atmosphere and have led to increased CO2 levels in the atmosphere� The ozone coverage is slowly degenerating due to release of chlorine-generating gases in the atmosphere

THE SOIL� Excessive pressure of population on the land has led to intensive cultivation of land, without allowing the soil to have its natural organic process of recuperating potentiality� Addition of chemicals on continuous basis as fertilizers and pesticides have destroyed necessary contents in the soil� Indiscriminate irrigation has led to salinity rendering them unfit for cultivation

FOREST RESOURCES� Continuous deforestation for commercial and fuel purposes� Encroachment of forest area for agriculture, mining, industrial purposes� Loss of forest area for irrigation dams� Loss of biodiversity due to encouragement/discouragement of specific species of plants

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YOUTHLINK MAGAZINE | 18 APRIL 2-8, 2013

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MARINE RESOURCES� Excessive fishing around the coast� Loss of biodiversity in aquatic population� Premature fishing for commercial purpose� Destruction of herbivorous fishes by carnivorous fishes

ANIMAL RESOURCES� Interference in natural breeding by in-vitro fertilization and artificial insemination technique� Severe damage to community living in animals due to forced solitary rearing� Ignoring the eco-balance and biodiversity and failure to preserve them

HUMAN RESOURCES � Discriminating the human beings on sex

� Abuse of labour with cheap wages

WHY WE MISUSE NATURAL RESOURCES� Ignorance on necessity to preserve natural resources� Deliberate negligence on destruction of natural resource� Entertainment/recreational/aesthetic interest� Extreme population pressure� Self-interest of human beings over the interest to retain natural resources� Loopholes of provisions of law� Food interest� Luxuries required for man� Increased industrial requirement

Maureen Campbell teaches at St Hugh’s High School. Send questions and comments to kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

Patterns of inheritanceMMOONNAACCIIAA WWIILLLLIIAAMMSSContributor

HELLO AGAIN students. How are you this week? I hopethat you have been paying attention and have beenkeeping up with the lessons as we go from week to

week. Genetics can be fun if you understand what is beingdone and if you practise as you go along. It can be easy tolearn but also easy to forget, so stay connected!

This week we will look at the phenomenon known asincomplete dominance. So far we have looked at two types ofdominance, complete and co dominance. Do you rememberwhat these are? Of course you do! In complete dominance oneallele is dominant over the other and crossing theheterozygotes results in a phenotypic ratio of 3:1. In codominance, two dominant alleles come together and both areexpressed in the phenotype, for example the blood group AB.In incomplete dominance this does not happen; whenever thedominant and the recessive alleles come together, a thirdphenotype is produced. This will result in a phenotypic ratio of1:2:1. Let us see how this happens.

This phenomenon is shown in the flower colour in the plant,impatiens. The flower colour is expressed in 3 phenotypes:red, pink and white. There is an allele that represents redcolour and one that represents white. We can use the symbol Rto represent the red allele and we can use the symbol r torepresent the white allele. Let us look at what happens when ared flower is crossed with a white.

Genotypic ratio: All heterozygotes - RrPhenotypic ratio - here is where the surprise comes: these

flowers, instead of being red, are pink! So our phenotypic ratiowould be: All pink.

Let us see what happens when we cross the F1, theheterozygote.

What is our genotypic ratio? Is your answer 1:2:1? If it is,then you are correct! What is the phenotypic ratio? If this werea normal case then it would be 3:1 or 3 red to one white, butthis is not the normal case. Remember the phenotype of theparents? Yes you do, it was pink! So knowing this, can youwork out the phenotypic ratio? Of course you can. It is like thegenotypic ratio, 1:2:1 or 1 red (RR): 2 pink (Rr):1white (rr).If you are given these results in an exam and are asked to statethe condition, then you would be able to name it as IncompleteDominance.

We will spend the rest of the lesson looking at pedigreecharts. What is a pedigree chart? A pedigree chart is used toshow how a trait is passed on or transmitted in a given family.It is can be used to show how the trait is passed on and also topredict the probability of the genotype of future offspring.

In constructing a pedigree chart certain symbols andconventions are used:

Symbols are used to represent people and lines are used torepresent relationships.

� males are represented by squares and females arerepresented by circles

� horizontal lines connecting a male and female representmating

� vertical lines leading downwards from the horizontal linerepresent the children

� the symbols at the top represent the oldest individuals ofthe generations. Subsequent generations are writtenunderneath the first parental generation.

� when analyzing the pattern of inheritance of a particulartrait, it is customary to shade in the symbol of all individualsthat possess this trait.

Below is a very simple example of a pedigree chart.Notice the following:� There are 2 offspring sproduced in the F1, 1 male and 1female.� In the F1, the male has inherited the trait� The male with the trait has mated with a normal female� There are 4 offspring in the F2, 2 males and 2 females.� 3 of the offspring, 2 males and 1 female do not have the trait while 1 male has the trait.

Pedigree charts are sometimes given in the exams so learnthe conventions. See you next week!

Monacia Williams teaches at Glenmuir High School. Send questions andcomments to kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

YOUTHLINK MAGAZINE | APRIL 2-8, 2013 19

Muliplication oftwo matricesCCLLEEMMEENNTT RRAADDCCLLIIFFFFEEContributor

WE BEGAN the review of matrices last week, concentrating on the addition and subtraction of matrices.Please note the following:

� In the addition of matrices, corresponding values are added.� In the subtraction of matrices, corresponding values are subtracted.� In the multiplication of matrix by a constant, the values of the matrix is multiplied by the constant.

This latter example may be illustrated as follows:

We will now review -.; Muliplication of two matrices

The matrix Ax x y refers to the Matrix A with order x x y, that is the matrix with x rows and y columns.

It is important that you consider their orders when multiplying two matrices. The orders are reviewed todetermine:

� If multiplication is possible� The order of the product (matrix)

Given the matrices Ax x y X B y x z, the product can be found since the number of columns of A is the sameas the number of rows of B, that is, y in this case

The order of the answer is x x zIt is important to follow this procedure, especially if you are not comfortable with the topic.

Having established that both matrices can be multiplied, let us attempt the following:

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YOUTHLINK MAGAZINE | 20 APRIL 2-8, 2013

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RROOXXAANNNNEE WWRRIIGGHHTTContributor

BELOW IS a worked example. I have given the workings that have helped to arrive at thesolution. This is very important so please pay keen attention to them.

QUESTIONThe following information relates to Lamar’s business over a period of three years.

Interpretation offinal accounts

b. Study the figures given and the ratios you have calculated. Answer the following questions:i. Is the profit trend satisfactory? Give two reasons for your answer. These reasons should be supported by reference to facts disclosed by the summarized accounts and the table in (a) that you have completed.ii. Comment on the trend of the working capital and its effect on the running of the business.

b.i. The Net Profit trend is not satisfactory. The summarized accounts indicates that the NetProfit is increasing from $25 000 in 2010 to $26 000 in 2011 and $28 000 in 2012. However, theNet Profit to Capital Ratios shows clearly that it is NOT a favourable sign. It is clear that the ratiodecreased from 62 ? % in 2010 to 59% in 2011 and 56% in 2012. The downward trend shown inthe accounts is because although there is an increase in capital, there is not much increase in theNet Profit, just a mere $3 000, as compared to $10 000 increase in capital. It reveals that althoughmore money has been pumped into the business, the Net Profit increase is small, and is not evenin proportion to the increase in capital. Hence, there is a lower return to the owners from 2010 to2011 and 2012.

Another reason is that Net Sales to Sales Ratio shows a downward trend from 121/2 % to10.4% to 9.33%. This is an indication that although sales have increased, there has been anincrease in increments of expense as well, causing a reduction in the final Net Profit figures. Forexample, Net Profit increased by only $3 000 from 2010 to 2012, although Sales increased by$100 000. Gross Profit to Sales Ratios remains constant at 25%. This indicates that the reason forthe downward trend in Net Profit to Sales Ratios is as a result of increase in expenses.

ii. The summarized accounts shows that Working Capital has taken a downward trend from $5000 to $4 000 and $3 000. This is not in line to upward trend of the capital. Working Capitalshows the ability of the business to repay its current obligations on time. Therefore, a shortage ofworking capital may force the business into disadvantageous borrowings at inopportune timesand at unfavourable interest rates.

FACTS TO REMEMBER:1. Working Capital is the difference between Current Assets and Current Liabilities. A small

difference indicates too high Current Liabilities or too low Current Assets. Either position is notfavourable as:

a. Low Current Assets could indicate a low cash position or low closing stock.b. A low cash position depicts problem in settling current debts and a low stock value indicatesinability to meet customers’ demands on time.

2. Whenever:� Current Assets and Current Liabilities both increase at the same, there is no effect on Working Capital.� A Current Asset and a Long-term-Liability both increase at the same time; this will increase Working Capital.� Fixed Assets increase and at the same time Current Assets decrease; this reduces Working Capital.� If a Fixed Asset and a Current Liability both increase by the same amount, the Working Capital will decrease.

3. Current Ratio = Current AssetsCurrent Liabilities

4. Acid Test Ratio = Current Assets - StockCurrent Liabilities

5. Two problems a business may have if there is NOT enough Working Capital:a. The business will not be able to take up valuable cash discounts since creditors may not be paid on time.b. There is always the likelihood of the business not being in a position to take advantage of profitable business opportunities during the period.

To ensure that you keep on track with your study of principles of accounts, our nextpresentation will be Accounting for Stock. You cannot afford to miss that presentation. See youthen.

Roxanne Wright teaches at Immaculate Academy. Send questions and comments to kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

YOUTHLINK MAGAZINE | APRIL 2-8, 2013 21

NNAATTAALLEEEE AA.. JJOOHHNNSSOONNContributor

GOOD DAY, students. This is lesson 28 in our series of Caribbean Secondary Education Certificatelessons. This week we will continue to look at coding in Pascal.

LOOPSPascal Code written Using Turbo Pascal 1.5

FOR LOOPSRemember, your ‘For Loops’ are definite loops. Whatever is placed in the block of the loop will be

executed a specified number of times. Let’s look at an example of a ‘For Loop’ using Pascal code.

EXAMPLE 2Write a program to read 10 integer scores, find the sum of the 10 scores and output the sum.

The Pascallanguage

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WHILE LOOPSWhile loops, on the other hand, are indefinite loops. The block statements will continue to be executed

until a particular condition is met.

EXAMPLE 3Write a program to read a set of marks terminated by 999, the program should also find the sum of the

marks and also output the sum of the marks.

REPEAT LOOPSThis loop as you would recall is quite similar to the while loops except the condition is tested at the end

of the loop. Thus the block of statement(s) will continue to execute as long as the specified condition in theUNTIL statement is false.

Using the same program used in example 3, this is what the repeat loop would like.

EXAMPLE 4

N.B. There is no need for the key words ‘Begin’ and ‘End’ inside this loop or the assignment symbol‘:=’for the ‘until section’, a regular equal sign is used, for example, ‘Until Mark ‘=’ 999.

ARRAYS

WHAT IS AN ARRAY?An array is a data structure that is used to store a fixed number of data items all of the same data type. The

items (or elements) of the array are organized in sequence and can be accessed directly by specifying theirpositions in the sequence, using an index or subscript.

The index or subscript is the position of the item in the array. If only one index is used, the array is calleda one-dimensional array. If more than one index is used, it is referred to as a multi-dimensional array. Anarray is also seen as a list where the data being stored are displayed in a table format.

Here is an example of how an array is declared and how it is stored.

The name of the array above is called ‘Num’ and its subscript value is 5, which means that this array listcan only store up to 5 elements.

To refer to the third value in array, Num, we would specify its position in the array as a subscript of thearray name. That is, Num [3]. Arrays are, therefore, typically used to store and process a list of items.

We have come to the end of 28. See you next week when we will continue to look at the Pascal code andarrays. 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 kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

YOUTHLINK MAGAZINE | 22 APRIL 2-8, 2013

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BBEERRYYLL CCLLAARRKKEEContributor

TODAY, WE will continue our discussionon DDrreeaammiinngg BBllaacckk BBooyy. You would haveby this time completed the exercise that

you were given last week. Two of the statementsare false. This young man’s ambition is to getthe best possible education – ‘educated to thebest of tune up’. I am sure that you, particularlythe young men, know what a tune-up is. Thisboy would not have settled for just being alright.His desire is to be in good shape educationallyat all times. He wishes to be qualified atsomething so that he can earn a good salary, notto spend his life cleaning shoes. He refers toMars not because that is his place of origin butbecause he is treated as if he were. In otherwords, he is treated as if he were an alien. Theboy’s dreams are the wishes he has for his life.Like anyone else, he wants to be successful andso he speaks of Paul Robeson who was a BlackAmerican singer and actor. It is obvious that thecharacter in this poem is intelligent and if giveneducation and opportunity would be able torealise his dreams. Remember too, that he doesnot want to sit confined in any one place but tohave the freedom to travel anywhere and stay inany hotel.

The speaker makes the point that he is not awoodchopper like his ancestors; he has theability to be more than someone restricted tophysical labour. It is not that he is belittling thissource of earning a living but that he is making itknown that he does not have to be limited in hischoice of job. He does not want to ‘sink to lickboots.’ Do you know what this means? Even ifyou met this expression for the first time whenyou read this poem, you should have a goodidea of what it is saying. The word ‘sink’suggests lowering one’s body, going down onthe knees or even on your face. When you add tothat the idea of licking – something that you do

with the tongue and what it is that you would usethe tongue to lick – ’boots’ then – you can getthe picture. The speaker is clearly saying that hedoes not wish to grovel, to bow down, tobelittle/cheapen himself to behave obsequiously,to those who have power over him.

As we continue to look at the work that wasset last week, I wonder if we agree on themeaning of ‘I wish life wouldn’t spend me outopposing.’ Here, the speaker wants to spendhis life positively. He regrets that in his worldthere are constant roadblocks/difficulties in his

way forward. These force him to be alwaysstruggling against them, always unable toforge ahead freely. As a boy, this is thesituation he faces. This is the reality of hisexistence and he finds it exhausting. Heobviously admires Paul Robeson who hadbeen able to use his natural talent to achievesuccess. He says that since he had beencreated as human and not animal, he wants thechance that humans should have to excel; hewants to have a clear, bright future. Finally, wehear him say that he is carrying a burden.What burden is that? Being black with all theracial problems that come with being acoloured person in his society is, for this child,like carrying a heavy weight all the time. Whatis significant, too, is that he seems to beaccepting of the things to which he is beingsubjected, not because he believes that heshould be treated this way, but because that iswhat actually exists. He hopes that no one elsewould do anything deliberately to find himselfin his situation.

Whenever we study a piece of writing, weshould consider the writer’s style. We noticethat this which is written in free verse isdivided into five stanzas. The first is set in theclassroom, the second moves from educationto world travel, the third focuses on the boy’shopes, the fourth makes reference to thecruelties of racism and his feeling of alienationand finally, it closes with a reminder of the fearand pain brought about by racism. Take note ofthe allusions in this poem. They includereligious-Christianity, race, political andhistorical. The language is fairly simple and, insome instances, obviously that of a child.

Have a great week and God bless!

Beryl Clarke is an independent contributor. Sendquestions and comments to kkeerrrryy--aannnn..hheeppbbrruunn@@gglleeaanneerrjjmm..ccoomm

DreamingBlack Boy

Sheldon Levy is elated to collect his cheque for $50,000 from Carlo Redwood(right) head of marketing at LIME, at the companys,office on Friday,March 23. Eachwinner got $50,000 for purchasing as little as a $50 mobile data plan in ‘LIME CashMe if You Can’ Boys and Girls Championships promotion. LIME is official tele-communications sponsor of the premier athletics event.