yl:mathematics

Vectors
CLEMENT RADCLIFFE
Contributor

AS WE continue the review of vectors, we will begin with the solution to last weeks homework.

CONTINUED ON NEXT PAGE

12 YOUTHLINK MAGAZINE | MARCH 12-18, 2013

yl:principles of business

Leadership
YVONNE HARVEY
Contributor

ANSWER
The employees would be discontented because Mr King does not involve them in making important decisions, making them not feel as if they are a part of the business. Also, the leader likes to be in full control. He does not, therefore, allow any of the employees control at any time.

(D) GUIDING YOUR ANSWER

Note that you are asked to NAME and DESCRIBE. One mark to name the leadership style and two marks to describe it. You must do both for the full marks.

ANSWER
The leader is the individual who directs the workers in a business towards achieving the goals of the business, whereas leadership style is the way in which this individual (the leader) leads; in other words, the leaders method of leading.

T IS really a pleasure to be with you all once again. I am still looking at Profile 1 questions. Remember that Profile 1 is the largest of the three profiles. I hope you have been finding the questions and their discussion useful. This weeks question is on the topic of leadership. You may wish to revise the topic before you try to answer the question. (a) Differentiate between the leader and leadership style. (4 marks) (b) List five qualities that an effective leader should have. (5 marks) Mr King is a leader who loves to be in full control. He makes all the major decisions without consulting the employees for their views on the matter. The employees are discontented and many of them have threatened to leave the business. (c)(i) Identify the leadership style that is displayed by Mr King. (1 mark) (ii) Explain two reasons the employees who work under Mr King might be discontented. (4 marks) (d) Name and describe two leadership styles other than the one identified in (c)(i) above. (6 marks) Total: 20 marks

ANSWER
Democratic leadership style. This leader involves the employees in the decision-making process and delegates duties so that the employees feel like an integral part of the business. They do, however, reserve the right to make the final decision. Charismatic leadership style. This leader leads by virtue of his personality, which the employees like. As such, employees will work and do what the leader wants because they like the person who has given the instruction. This section of the question could also have accommodated descriptions of the laissez-faire leader, the bureaucratic leader or the task-motivated one. If you do not know about these styles, look them up now! Think about this. Which leadership style is the most appropriate? No one style is appropriate for all situations. The best and most effective leader is one who can adapt his style to suit the situation at hand. So, they are democratic when the situation allows and autocratic when the situation demands it. Think about this also. What happens under a poor leader? Will the business be successful and make profit? Why or why not? See you all next week.
Yvonne Harvey teaches at Glenmuir High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

(B) GUIDING YOUR THOUGHTS

Qualities of the effective leader are the characteristics that the leader should have to make leadership successful and beneficial to the business. There are many such qualities. Only five are asked for in the question. Below, I have given more than five. You may think of others.

ANSWER
The effective leader should have qualities such as good communication skills, fairness, honesty, initiative, reliability, making good choices, having integrity, being aggressive and a people person.

(C)(I) GUIDING YOUR THOUGHTS

Look at the key activities of the leader described in the case. From your study of leadership styles, into which does he fit?

ANSWER
The leadership style practised by Mr King is the autocratic or authoritarian leadership style.

(A) GUIDING YOUR THOUGHTS

If nothing else, you should realise that the leader is a person, while leadership style must have to do with what the leader does or how the leader does what he does.

(II) GUIDING YOUR THOUGHTS

Think about Mr Kings way of leading and what you would not like. These are the things that would make persons discontented.

yl:mathematics
Clement Radcliffe is an independent contributor. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

YOUTHLINK MAGAZINE | MARCH 12-18, 2013

13

yl:english language

yl:chemistry

Developing your Chemical equations comprehension skills and the mole

NATASHA FRANCIS-THOMAS
Contributor

He switched the weapon slide from single-shot to automatic. Now I want you to respond to the following questions. Remember that part one of the narrative was in last weeks publication. 1. In the sentence Good old Ryder ... bring a flashlight, the writer is indicating that Ryder is A. Thinking that not even a boy scout would have fallen down the stairs. B. Congratulating himself for successfully negotiating the stairs without a flashlight. C. Angry with himself for not remembering to bring a flashlight. D. Thinking that even if he had a flashlight, it would not have helped. 2. It can be inferred from the passage that Hillary was most probably massaging the back of his head because he A. Had been struck by Morro. B. Wanted to distract Ryder. C. Wanted to gain Ryders sympathy. D. Wanted to gain Morros sympathy. 3. The most likely reason for Ryders failure to notice Hillary was that Hillary A. Did not look in Ryders direction. B. Was not Ryders main concern. C. Did not call out to him. D. Was still in the closed elevator. 4. The last two words of the sentence, Stop, Morro, stop! as used in the passage, implied that Ryder A. Thought Morro did not hear the first three words. B. Thought Morro could only be stopped by a plea. C. Was being courteous to Morro. D. Was reluctant to kill Morro. 5. According to the passage, why did Morro not obey Ryders command to stop? A. He did not hear what Ryder had said. B. He felt he still had the power to overcome Ryder. C. He did not think that Ryder would kill him. D. He intended to trigger the nuclear devices despite Ryders presence. 6. According to the passage, Morros ultimate objective was to A. Escape from Ryder. B. Kill Ryder. C. Set off the nuclear devices. D. Take a hostage with him. We will discuss these questions in next weeks lesson. Have a great, God-filled week!
Natasha Thomas-Francis teaches at Glenmuir High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

FRANCINE TAYLOR-CAMPBELL
Contributor

ELLO, ALL. I trust, as you approach the external examination period, that you are taking the revision process seriously. Remember that these lessons are designed to help you revise for those all-important examinations. As was promised last week, here is part two of that gripping prose passage: They were only ten feet away and unlit. There had to be a light, but he did not know exactly where the switch was. He stumbled down the first flight in total darkness and fell heavily as he struck a wall. There were flights of stairs. He turned right, found the next flight and this time was careful enough to anticipate the end of it. Automatically, as many people do, he had counted the number of stairs to the flight. Thirteen. Good old Ryder, he thought savagely, even a boy scout would have thought to bring a flashlight. The third flight he negotiated with all the careful speed at his command. The fourth was easy for it was awash with light. The lift was there, its door open, a dazed Hillary sitting against one side and massaging the back of his head. He didnt see Ryder and Ryder didnt see him. Ahead there were a series of what appeared to be caverns. The fourth, the master plan had said, the fourth. Ryder reached the fourth and saw Morro inside the little plywood booth hauling himself to his feet; a key in his hand. He must have been dragging himself along the floor like a wounded animal, for all life in his leg had gone and the agonizing progress he made was clearly lined by the track of blood. Morro fumbled with the key and had the door open. He lurched inside, an insane dreamers world. Ryder lifted his weapon. There was no dramatic urgency. There was time. Ryder said, Stop, Morro, stop! Please stop! Morro was dreadfully injured. By that time his mind must have been in the same way. But, even if he had been well both in body and mind he would probably have acted in the same way: sick or in health, for the mercifully few Morros in the world, fanaticism is their sole sustaining power, the wellspring of their being. Morro had incredibly reached the metallic box and was beginning to unscrew a transparent plastic cover that housed the red button. Ryder was still ten feet away, too far away, too far away to stop him.

REVIEW OF FACTS
 TO PERFORM calculations based on chemical reactions, an equation must first be written and then balanced so that the mole concept can be applied.

THE MOLE AND ITS APPLICATION TO CHEMICAL EQUATIONS

Let us examine a few questions which deal with calculations involving equations. 1. 2 moles of sulphuric acid react with 1 mole of sodium carbonate to form a salt, water and carbon dioxide. (i) Write a balanced equation for this reaction. (2 marks) (ii) Is the salt formed an acid salt or a normal salt? Give a reason for your answer. (2 marks) (iii) Calculate the mass of the salt formed when 10.6g of sodium carbonate are used in the reaction. (Relative atomic mass: Na = 23, C = 12, O = 16, S = 32, H = 1) (2 marks)

ANSWERS
1. (i) 2H2SO4 + Na2CO3 == NaHSO4 + H2O + CO2 (ii) An acid salt is formed since it contains hydrogen ions (using the mole ratio given, only an acid salt could be formed). (iii) Molar mass of Na2CO3 = (23*2) + 12 + (16*3) = 106 g 10.6g of Na2CO2 = 0.1 mol (10.6/106) Based on the equation 1 mol Na2CO3 produce 1 mol of salt Therefore, 0.1 mol Na2CO3 produce 0.1 mol NaHSO4 Molar mass of NaHSO4 = 23 + 1 + 32 + 16*4 = 120g Mass of 0.1 mol of NaHSO4 = 0.1 x 120 = 12g 2. Sodium reacts with ethanol at room temperature and pressure according to the following equation: 2 Na(s) + 2 C2H5OH (l) == 2 C2H5ONa (s) + H2 (g) What volume of hydrogen at r.t.p. can be produced when 11.5g sodium react with excess ethanol? (2 marks)

ANSWERS
2. First, we must determine how many moles of sodium are present. Molar mass of Na = 23g thus 11.5g = 11.5/23 = 0.5 mol Na Based on the equation 2 mol Na gives off 1 mol H2 gas (2:1 ratio) Thus, 0.5 mol Na will produce 0.25 mol H2 3 1 mol H2 at r.t.p. == 24 dm 3 0.25 mol H2 = 0.25 x 24 = 6 dm . 3. Sodium carbonate, carbon dioxide and water are produced when sodium hydrogen carbonate is heated. Write an equation for the reaction. What is the maximum volume of carbon dioxide that could be produced at room temperature and pressure on heating 21g of sodium hydrogen carbonate? (4 marks)

ANSWERS
2NaHCO3 (s) ==== Na2CO3(s) + CO2 (g) + H2O (l) Molar mass of NaHCO3 = 23 + 1 + 12 + 16*3 = 84g 21g of NaHCO3 = 0.25 mol = 21/84 Based on the equation 2 mol of NaHCO3 produce 1 mol CO2 Thus 0.25 mol NaHCO3 will produce 0.125 mol CO2 At r.t.p. 1 mol CO2 has a volume of 24 dm3 0.125 mol CO2 = 0.125 x 24 = 3 dm3

ATTEMPT THIS QUESTION

4. A sample of calcium carbonate is heated to constant mass. Write an equation to represent this reaction. Calculate the mass of solid residue that would be obtained if 10g of calcium carbonate were heated. (5 marks)
Francine Taylor-Campbell teaches at Jamaica College.Send questions and comments to kerry-ann.hepburn@gleanerjm.com

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YOUTHLINK MAGAZINE | MARCH 12-18, 2013

yl:principles of accounts
REASONING:

Partnership accounts
ROXANNE WRIGHT
Contributor

[>1] The 12 months insurance extends to the next accounting year. Therefore, there is three months insurance prepaid. That is from November 1, 2012 to January 31, 2013. This is worked in [w1] [>2] When writing off bad debts, and there is a provision for doubtful debts account in the books, always debit to the provision a/c. That is: Provision for doubtful debt a/c Dr $200 Debtors a/c Cr. $200 [>3] First compute 5% multiply by the outstanding debtors balance. Then compare this amount with the balance in the provision a/c. We will then do one of two things, as given below: 1. If the provision balance is more, subtract the excess by debiting provision a/c and crediting the bad debts a/c. On the other hand: 2. If the balance in provision is less than the 5%, increase the provision a/c by the difference thus debiting bad debts a/c and crediting provision a/c.

HAVE presented a question and its answer. Wherever you see this symbol [>] it has a number included to identify the reasoning behind the step taken, so please make sure you read and understand. There is also another symbol [W]; when placed beside an item it indicates that there is working to arrive at a figure. You are encouraged to pay keen attention to these.

QUESTION
Samuel and Vaughn are in partnership. The following balances were extracted from the books of the partnership on October 31, 2012:

[>4] Since the bank charges have not been dealt with, we must make the necessary adjustments, as follows: Bank charges Dr. $100 Cash at bank Cr. $100

WORKINGS:

THE FOLLOWING ADDITIONAL INFORMATION IS ALSO AVAILABLE:

1. Stock at October 31, 2012, was valued at $8,150 2. The rent and insurance account includes an insurance premium of $400 for the 12 months to January 31, 2013. [>1] 3. Bad debts of $299 are to be written off. [>2] 4. The provision for doubtful debts is to be adjusted to 5% of the outstanding debtors balances at October 31, 2012.[.>3] 5. Equipment and fittings are to be depreciated by 10%. 6. The bank statement is received on November 3, 2012. It included an entry of $100 for bank charges. This matter has not been dealt with in the partnerships books. [>4] 7. The partnership agreement provides that: i. Interest is to be allowed on partners fixed capital at the rate of 10% per annum. ii. Vaughn is to be credited with an annual salary of $2,500. iii. The remaining profit is to be shared between Samuel and Vaughn in the ratio 3:2, respectively.

I have done the reasoning and workings to make it easier for you to prepare the: a. Trading account clearly indicating the cost of sales and the profit and loss appropriation accounts for the year ended October 31, 2012. b. Balance sheet as at October 31, 2012. On your own, work the question then look out for the solution next week. To ensure that you keep on track with your study of principles of accounts, the next presentation will be Partnership Account Part 2. You cannot afford to miss it.
Roxanne Wright teaches at Immaculate Academy. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

YOU ARE REQUIRED TO PREPARE THE:

a. Trading account clearly indicating the cost of sales and the profit and loss appropriation accounts for the year ended October 31, 2012. b. Balance sheet as at October 31, 2012.

YOUTHLINK MAGAZINE | MARCH 12-18, 2013

15

yl:social studies
MAUREEN CAMPBELL
Contributor

OBJECTIVES
 EXPLAIN THE factors influencing population distribution.  Outline factors influencing population growth.  Outline the sources and uses of population statistics.

Where do you live?

Almost half of the population of the world lives in rural regions and mostly in a state of poverty. Such inequalities in human development have been one of the primary reasons for unrest and, in some parts of the world, even violence. - Abdul Kalam
(VII) RELIEF OF THE LAND
Adverse physical conditions and lack of sufficient opportunities for means of livelihood have been mainly responsible for discouraging inhabitation in certain areas. Most persons are prone to living in low, flat areas that are not treacherous and the vegetation is acceptable. Steep gradients and rugged terrain are difficult to cultivate and restrict movements. to a particular area will increase population. This migration is facilitated by the appeal of a region or by emigration factors that drive people from one area and into another.  A country must plan better services as the age of a population dictates this and the vast improvement in technology worldwide demands it.  The improvement of citizens quality of life will help to solve existing problems and provide for sustainable development.  Statistical information, which serves as the basis for constructing planning forecasts, is essential for the democratic process since it enables the citizens to examine the decisions made by the government and local authorities and decide whether they serve the public they are meant to help.

POPULATION DISTRIBUTION
In any study of the population it is essential to be aware of its distribution; it is also necessary to identify factors which determine the way in which it is distributed within an area or in a country. The factors that most elucidate the patterns of population distribution are generally grouped into three categories: (1) geographical factor (2) economic and social factors and (3) demographic factors. The main factors that affect distribution of population are, therefore, natural resources, fertile areas, the relief of the land, climatic conditions, types of vegetation, cultural factors, industrial development/location of mineral resources and means of transport and communication.

FOR YOUR INFORMATION

When there is poverty, more children means more chances that one of them will survive. It is said in some areas that children are seen as insurance for old people. They can take care of their parents in the future. With the great increase in technology and research, one of the results is improved health care. With this improving health care availability, human beings tend to live longer. Education People who are educated tend to have kids later in life, which somewhat is a brake on population growth. If people have children at an early age, and their children do the same and so on, then this means a rise in population growth.

(VIII) NATURAL VEGETATION

Areas such as forests are sparsely populated, as not many persons want to live there. Some areas are hard to clear for the building of houses or to find fertile soil for farming purposes.

(I) NATURAL RESOURCES/LOCATION OF MINERAL RESOURCES

The regions having rich wealth of natural resources like coal, water, minerals and forest wealth favour the growth of population. These resources help in the development of trade, commerce and industry. Readily available resources encourage exploitation and will ultimately result in industrial development.

THE CENSUS
The census is a special, wide-range activity which takes place once a decade in the entire country. It is the most used official statistics. Its purpose is to gather information about the general population in order to present a full and reliable picture of the population in the country which will help in obtaining information to be used in many areas such as:  its housing conditions and demographic structure  social and economic characteristics  data on age, gender  country of origin of naturalised citizens  marital status  number of children  education  employment/labour force  Data collection and production of information for government ministries and local authorities for budgeting purposes.

FACTORS INFLUENCING POPULATION CHANGE

The main factors that affect population change are birth rate, death rate and migration patterns.

(II) CLIMATIC CONDITIONS

Climate also influences growth of population. Moderate climate leads to the growth of population because it is pleasant and refreshing. In these regions density of population is high. On the other hand, people do not like to live in too hot and too cold climates.

BIRTH RATES
This is the number of people born into a society. It has a very profound impact on any population. Developed countries tend to have a lower birth rate due to the availability of birth control, education and more women working outside the home. Women in underdeveloped countries are often producing many children. Many do not work and may not use, want to use or may not have contraceptives.

SOURCES OF OFFICIAL STATISTICS

Official statistics may be gathered from a national census which is carried out every 10 years in most countries. The Registrars Office can supply information on births and deaths, also marriages and divorce. The Office of Naturalisation as well as records of religious and educational institutions also provide much- needed population statistics.

(III) FERTILE AREAS

Rich and fertile soil always helps in the growth and development of agricultural activities with substantially high revenue. This is so because fertile lands produce a variety of crops to support dense population.

DEATH RATES
This is the number of people dying, in comparison to those being born; it is a factor in determining population growth rates. This factor is affected by other factors such as disease epidemics in a particular region, wars that take a toll on population, health care availability, food resources and sanitation. Developed countries have better health care as opposed to underdeveloped areas which have few health-care resources.

USES OF POPULATION STATISTICS

Population statistics is essential in all countries in order to plan for health care, housing, education, employment, social welfare and infrastructural development. With this in mind, every country needs basic information on its residents in order for the following to happen:  Planning: good planning is based on reliable, up-to-date, accurate and detailed information on the state of the society in the country and the population becomes the most important element when planning for a country now and in the future.  For a country to move forward with a satisfied population, the development and improvement of the residents quality of life is of paramount interest.

ACTIVITY:
1. Suggest three reasons you are living where you are now. 2. Explain why you would or would not leave where you are living now for somewhere else. 3. Discuss the following: Population change is not always bad. 4. State five reasons, with explanation, a country and its people need to be able to access population statistics.
Maureen Campbell teaches at St Hughs High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

(IV) TRANSPORT AND COMMUNICATION

Highly developed means of air, road and water transportation add to the density of population in a particular region because if people are able to move about as quickly and often as they desire, they will be willing to live in certain areas.

EMIGRATION
The number of people who leave a country has an impact on the population. Factors that influence emigration include wars, famine, lack of resources and natural disasters, like a hurricane or earthquake. The number of individuals who migrate

(VI) CULTURAL FACTORS

Cultural factors like the modes of life of the people also affect the density of population.
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YOUTHLINK MAGAZINE | MARCH 12-18, 2013

yl:geography

Communications
MARJORIE HENRY
Contributor

N THE last lesson I started to talk about 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 direct relationship 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 is necessary in order to avoid steep gradients. (iii) Routes tend to follow gentle gradients in hilly areas utilizing 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 generally found in farming areas. Vohn Rahil, already mentioned, 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 one 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 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: f 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. f You may be asked to describe land use in a defined area of the extract 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. f 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 the question 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 al Modern Caribbean Geography - John Niles New Caribbean Geography - Vohn Rahil
Marjorie Henry is an independent contributor. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

NORMAN GRINDLEY CHIEF PHOTOGRAPHER

Students from Convent of Mercy (Alpha Academy) were sent home early recently as harmful fumes in the proximity of the Central Sorting Office spread across the area.
YOUTHLINK MAGAZINE | MARCH 12-18, 2013

17

yl:biology

Patterns of inheritance
MONACIA WILLIAMS
Contributor

ELLO, STUDENTS. How are you all this week? I hope you have been keeping up with the lessons so far and that you understand the different concepts that we have already gone through. Genetics is fun when you understand the concepts and, therefore, know what you are doing. Fortunately or unfortunately (depending on which group you find yourself in), it is one of those topics on which you can easily score full marks or zero, based on the questions set! I dont have to tell you which group I want you to be in, do I? So far we have looked at definitions. Remember that you need to learn these, not only because you are often required to repeat them in the examination, but also to understand what is being taught. Last week you were given examples of different genotypes and you were told that this week we would be looking at how these are inherited. In order to understand this you need to use all the knowledge that you have gained, starting from meiosis. Lets get going!

HOW IS SEX DETERMINED FROM ONE GENERATION TO THE NEXT?

3. The next line gives the gametes. Notice two things here: the first is that although four gametes are produced for each parent as a result of meiosis, only two of these are used in the diagram. The second is that the gametes are always, without exception, written in a circle. 4. The F1 generation represents the offspring of the parents and is worked out using the Punnett Square. For the Punnett Square, the female gametes are put at the top and the male ones are to the left side of the square. To determine what goes inside of the box, the gamete to the left of the box and the one at the top of the box are combined to give the genotype of the F1 offspring. 5. Each box represents 25 per cent of the types of offspring that can be produced. Notice that in this case two boxes are XX (female) and two boxes are XY (male). So, what does this mean? It means that every time a baby is conceived there is a 50 per cent chance for that baby to be a boy and a 50 per cent chance for it to be a girl. The chances are one in two. 6. The results of the Punnett Square are usually given in ratios, genotypic and phenotypic ratios. So, what is the ratio here? Genotypic ratio is 1XX : 1XY and the Phenotypic ratio is 1Boy : 1 Girl. See you next week, when we will look at how some of the characteristics mentioned in the last lesson are inherited. Take care!
Monacia Williams teaches at Glenmuir High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

WHAT DETERMINES IF YOU ARE A BOY OR A GIRL?

Do you remember that in humans there are 23 pairs of chromosomes? Well, 22 pairs of these are known as autosomes and 1 pair is known as the sex chromosomes. If you are a female, then the chromosomes making up the pair are homologous chromosomes and are given the symbols XX. If you are male, the chromosomes are not identical, one is homologous to the females X chromosome and the other is different; it is much shorter and is given the symbol Y. So, for a female, the genotype is XX, and for a male it is XY.

To show this we will need to do a genetic diagram. Look carefully at it. This is how it is to be done if you are asked to draw one in a question in the exam. The diagram that was used to determine the genotype of the F1 offspring is called a Punnett square. Let us look at what was just done. 1. The first line gives the parental phenotype. Remember, this is how the organism looks. In this case, the phenotype is male and female. 2. The next line gives the parental genotype. Remember, these are the genes which govern the characteristic to be inherited. In this case, they determine the sex of the individual.

Head of the Agronomy Department, Knockalva Agricultural School in Hanover, Bertram Bennett, puts the finishing touches on an aquaponic unit for the schools display at the Jamaica Day 2013 Exposition, held on February 22 at the Trelawny MultiPurpose Stadium.

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YOUTHLINK MAGAZINE | MARCH 12-18, 2013

yl:office administration

Answers to last weeks questions

HYACINTH TUGMAN
Contributor

2. Skills required for -

LAST WEEK I gave you an assignment. I hope you were able to find the time to answer the questions. I will give some possible answer to those questions. 1. Draw an organisation chart of your school.

TELEPHONE OPERATOR
Must be pleasant and patient, must maintain good working relationships with all persons with whom he/she comes into contact and operates companys switchboard.

DATA ENTRY CLERK

Should have the ability to type fast and accurately, be able to format basic documents, use specialised computer software application and maintain good working relationship.

ADMINISTRATIVE ASSISTANT
Should have skills in numeracy and literacy, be able to use basic software application and maintain good working relationships; also be able to type accurately and maintain office files.

RECORDS MANAGEMENT CLERK

Can use computer software applications to maintain a database of record and maintain files and good working relationships.

HUMAN RESOURCES CLERK

Can use basic computer software applications, has knowledge of labour laws, practises health and safety requirements and maintains good working relationships. 3.(a) - more difficult to communicate with other workers - Managers and supervisors may not always be aware of what is happening in these offices (b) - everyone has easy access to the cabinets - workers will have it easier to communicate 4.(a)

ANSWERS TO LAST WEEKS MULTIPLE-CHOICE QUESTIONS:

(1) A (6) D (11) B (2) A (7) B (12) A (3) B (8) C (13) D (4) B (9) C (5) C (10) D

(b) Give the name of your school, address, telephone and email address, you may also include the principal and chairmans name. The school crest should be strategically placed so that the heading looks well-balanced on the page. 5.(a) - the organisation stand to lose business/clientele. - the organisation will lose assets if money was borrowed from a financial institution. (b) - ring back the other party immediately and genuinely apologise for the disruption during your conversation. At the end of the conversation, make another short apology and thank the party for their time.

I hope you were able to maximise the marks on each question. See you next week.

Hyacinth Tugman teaches at Glenmuir High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

YOUTHLINK MAGAZINE | MARCH 12-18, 2013

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yl:english literature
ONCE UPON A TIME
Once upon a time, son, they used to laugh with their hearts and laugh with their eyes: but now they only laugh with their teeth, while their ice-block-cold eyes search behind my shadow. There was a time indeed they used to shake hands with their hearts: but thats gone, son. Now they shake hands without hearts while their left hands search my empty pockets. Feel at home! Come again: they say, and when I come again and feel at home, once, twice, there will be no thricefor then I find doors shut on me. So I have learned many things, son. I have learned to wear many faces like dresses - homeface, officeface, streetface, hostface, cocktailface, with all their conforming smiles like a fixed portrait smile. And I have learned too to laugh with only my teeth and shake hands without my heart. I have also learned to say, Goodbye, when I mean Good-riddance: to say Glad to meet you, without being glad; and to say Its been nice talking to you, after being bored. But believe me, son. I want to be what I used to be when I was like you. I want to unlearn all these muting things. Most of all, I want to relearn how to laugh, for my laugh in the mirror shows only my teeth like a snakes bare fangs! So show me, son, how to laugh; show me how I used to laugh and smile once upon a time when I was like you.
- Gabriel Okara

Once Upon a Time

BERYL CLARKE
Contributor

HIS WEEK we will again discuss a poem. Make no mistake, there is much of value in this one for us all. Once Upon A Time by Gabriel Okara has a simple and catchy title but it does not deal with a fairy tale. Fairy tale? Yes, do not tell me that you have forgotten those stories you read or heard that began with those words! How many of them do you now take seriously? I wonder if you are wondering at the poets reason for giving this title to his work. Does he wish to use this as a way of attracting the attention of readers, or is it that he does not want us to take the subject he shares as something important and sincere? Lets read it now and later you can decide. The Nigerian writer of the poem captures a human dilemma, one that faces many a person. Here we have a black writer and this, therefore, raises the idea of racism. Mark you, it does not have to be so, for hypocrisy exists everywhere and among people of all classes, colours and beliefs. Every time I read this poem I cannot help but agree with the views expressed by the speaker. This poem deals with human relationships. The speaker is talking to his son and he reveals how his interaction with others has changed. He used to be open and honest with those with whom he spoke, entertained

or visited. When he realised that they did not really mean what they had said to him or truly enjoyed his company, he began to act just like his friends. He is not, however, satisfied to live in this way and desperately wants his son to help him regain his lost innocence. Okaras speaker presents his reality in stages, beginning happily enough. The feeling does not last long, not even for a whole stanza. By the fourth line, the laughter of his friends no longer comes from the heart. Do you understand what this is telling us? The heart which holds genuine emotions does not figure in the relationship any more. It is replaced by the grinning/smiling teeth, the outward show that hides the real self with which he is now greeted. That is not all. While the teeth hard and cold, they bar entry to information; the eyes also refuse to tell him anything, for unlike the normal expectation of admitting him to inner knowledge (eyes being the windows to the soul), they are described as being hard and cold, just like the teeth. True intimacy is, thereby, denied him. In our next lesson we will continue to explore this poem. Please take all the time you want to familiarise yourselves with its content. You will be richly rewarded. Until then, make every minute of your lives count for something good and God bless!
Beryl Clarke is an independent contributor. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

Fourth-form student of Jamaica College in St Andrew, Gavin Smith, gives a critical eye to the schools robotics display at the Jamaica Day 2013 Exposition held on February 22 at the Trelawny Multi-Purpose Stadium.
20 YOUTHLINK MAGAZINE | MARCH 12-18, 2013

yl:history

The establishment of the peasantry 1838 to 1900

DEBBION HYMAN
Contributor

SOCIAL EFFECTS OF THE SUCCESSFUL ESTABLISHMENT OF MARKETS FOR NEW CROPS

1. The peasant farmer class grew in number and importance as sugar plantation agriculture declined, so peasant production became vital to the economies of many territories, particularly in the Lesser Antilles. 2. Peasant farmers were able to improve their standard of living from the income earned from the sale of new crops.

OBJECTIVE
1. DISCUSS THE contribution of the peasantry to the social and economic life of the Caribbean.

ROLE PLAYED BY GOVERNMENT IN FACILITATING THE PEASANTRY

a. In the 1860s, the colonial office began to encourage local governments to allow black farmers to acquire land in Trinidad. Sir Arthur Gordon took the lead in 1868 by beginning the sale of crown land to free men at low prices. In British Guiana, the price of land was reduced so more blacks were able to acquire land. In other colonies, farmers were encouraged to buy wasteland from uncultivated plantations. In Grenada, sugar cultivation was abandoned so the number of small farmers increased by 1910. In Jamaica, the number of small farmers doubled in the period 1860-1910. In St Vincent, abandoned estates were given to arrowroot farmers. This was the colonial governments effort to provide land to farmers through a land settlement scheme. b. The Imperial Department of Agriculture suggested suitable crops to be grown in the different islands. It also aimed at introducing new crops in areas where sugar was not the ideal crop. c. Botanical gardens were established to experiment with new varieties of seeds and to demonstrate new farming methods to small farmers, distribute plants and seeds and organise courses in agriculture. d. Government grants and loans were provided to improve the steamship service between Canada, the United States and the West Indies. For example, the government gave 20,000 to Elders and Fyffe to carry 40,000 bunches of bananas to England every fortnight. This assistance was to enable fruits and other foods to be transported quickly to the markets. e. The price of land was reduced to encourage small farmers to purchase land for the cultivation of new export crops. New Crops Territories 1. Rice British Guiana 2. Bananas Jamaica 3. Limes Dominica, St Lucia 4. Sea Island cotton Montserrat, St Vincent 5. Cocoa Trinidad, Grenada, St Lucia, Dominica 6. Arrowroot St Vincent 7. Rubber Trinidad, British Guiana 8. Coconuts Trinidad, Nevis

3. The establishment of banks encouraged small farmers to save money earned from the sale of crops. Perhaps, later this money was used to buy new equipment or more land. In conclusion, the peasants started producing some of their crops for export. They grew ginger, pimento and coffee which were sold to local brokers who supplied European brokers. The small farmers in the Leeward Islands grew arrowroot as a staple export crop. In Grenada, they exported coffee, cotton, cocoa, copra, honey and beeswax. In Trinidad, as the squatters cleared the land they sold the timber for charcoal burning and exported some for boat building. Later, they planted and exported coffee and cocoa. The new farmers, small traders, craftsmen, shopkeepers and women who ran lodging houses laid the foundation for a new pattern of social and economic life in the Caribbean. In Jamaica, this could be seen by the middle of the nineteenth century. Inland towns, villages, schools and health facilities grew up as a result of the peasantry. Shopkeepers, tailors, shoemakers and blacksmiths settled inland to supply goods and services to the surrounding farmers. A system of tracks and pathways developed to link the interior towns and villages with each other and to the coast. Along with this came the higglers and wholesalers to buy fresh fruits, vegetables, cocoa, coffee, pimento, arrowroot and ginger. Goods for sale were taken to the coastal town to be prepared and shipped by a new group of merchants. A two-way trade developed where they sold the farmers produce to Europe and imported manufactured goods and provisions, which they sold to the new village shopkeepers. A system was built that was separate from the plantation; the new merchants gave the coastal towns a new importance.

ACTIVITY
WINSTON SILL/FREELANCE PHOTOGRAPHER

Two of the rocks most sought after entertainers Tarrus Riley (left) and Romain Virgo (right) show our lens that they arent only equipped with great voices and excellent lyrics but also an unrivaled sense of style.
YOUTHLINK MAGAZINE | MARCH 12-18, 2013

Extended Writing Imagine that you are a peasant living in Jamaica in the 1890s. Write a diary entry in which you describe how the peasantry has impacted on British Caribbean economy and society.
Debbion Hyman teaches at St Hughs High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

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yl:information technology

The top-down design

NATALEE A. JOHNSON
Contributor

DISADVANTAGES:
 Programming is slower and more tedious than high-level languages. Code is machine specific.

PROGRAMMING LANGUAGES
Programming languages fall into the following categories:  Machine language/1st Generation  Assembly language/2nd Generation  High Level language/3rd Generation  Fourth-generation language These languages can be further categorised as either being lowlevel or high-level languages.

HIGH-LEVEL LANGUAGE
These differ from low-level languages in that they require less coding details and make programs easier to write. They are closer in appearance to natural language, for example, English and French. Programs written in high-level language is called source code, while the translated version is called object code. These programs must be translated to a form which can be accepted by the computer. This is achieved by means of special translator programs called compiler and interpreter. Heres a diagram illustrating the relationship between the source code and the object code.

TUDENTS, THIS is lesson 25 in our series of lessons. In this weeks lesson, we will look at modularity/top-down design and programming languages (the beginning of a new unit).

USE OF THE TOP-DOWN DESIGN APPROACH TO PROBLEM SOLVING

You have learnt in previous lessons the way in which you solve a problem on the computer and you have been learning, thus far, how to write your pseudocodes and how to construct your flow charts. Now you are going to learn about a technique that can be employed when you have a big program to code or problem to solve. This method is called the Top-Down Design Approach to Programming.

LOW-LEVEL
 Machine language  Assembly language

WHAT IS TOP-DOWN DESIGN?

The top-down design approach or modular programming, as it is sometimes called, involves breaking a problem into a set of smaller problems called sub-problems or modules, followed by breaking each sub-problem into a set of tasks then breaking each task into a set of actions. This is called a divide and conquer approach. When faced with a complex problem it is easier to break the problem down into smaller, more manageable sections and tackle each as a separate entity rather than trying to solve the large problem in one go. Below is a diagram depicting a typical top-down design or modularity approach to programming.

HIGH-LEVEL
 High-level language  Fourth-generation language Let us now examine each of these languages. In contrast to a compiler, an interpreter does not translate the whole program prior to execution. Rather, it translates the code, line by line, during the execution of the program. With the compiler, all the translation is done and then the object program is executed. They are not machine-dependent. Examples of high-level language are Basic (Beginners All Purpose Symbolic Instruction Code), Pascal (which is the programming language you will learn for CSEC), COBOL (Common Business Oriented Language), JAVA, C Programming and so on.

MACHINE LANGUAGE
This was the first language available for programming. At the machine level, the instructions are written in ones and zero (binary digits). This is the only language that the computer understands.

ADVANTAGES:
 Programs execute fast.  Efficient use of memory.

ADVANTAGES:
 Programming is faster and less tedious.  Code is easier to learn, read, understand and correct.  Language is more English and math-like.

DISADVANTAGES:
 Programming is slow and tedious.  Code is difficult to learn, read, understand and correct.  Code is machine-specific; that is, it cannot be used in the same form on other computer models.

DISADVANTAGES:
 Program executes slowly.

ASSEMBLY LANGUAGE
As you may observe with the diagram above, there is a major problem which has been broken down into two sub-problems. The sub-problems are then broken down into respective tasks of which certain/ specific action(s) will be carried out. A sub-problem is a set of related tasks. A task is a set of related actions. An action is a basic instruction that needs no further refinement. For example, an action might be a simple instruction such as subtract two numbers. The process of dividing the problem into sub-problems or modules and breaking them down into smaller units is called stepwise refinement. One advantage of modular programming is that when a problem has been decomposed into smaller sub-problems, each sub-problem can be solved as a single entity. However, the solution of each individual sub-problem does not necessarily solve the larger problem. There must be cohesion between the modules. That is, there must be a mechanism for communicating between the different sub-problems.
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These were developed to replace the zeros and ones of machine language with symbols that are easier to understand and remember. It uses special codes called mnemonics (words that suggest meaning) to represent machine language instructions. For example:  MOV represents Move  SUB for subtract An assembly language is translated into a machine language by using a translator program called an assembler. However, both the machine-language and assembly-language programs are machinedependent, that is, the way the program is written depends on the operation of the computer.

FOURTH GENERATION
They are often described as very high-level language and referred to as 4GLs. They are easy-to-learn, easy-to-use languages that enable users or programmers to code applications much more quickly than they could with lower-level languages. Two examples of 4GLs are DBASE and FOXPRO.

ADVANTAGE:
 Useful for generating reports.

DISADVANTAGE:
 Can be very wordy. We have come to the end of this lesson. See you next week when we will look at some key programming terms and the Pascal language. Remember, if you fail to prepare, be prepared to fail.
Natalee A. Johnson teaches at Ardenne High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

ADVANTAGES:
 Programming is faster and less tedious than for machine language.  Code is easier to learn, read and understand than for machine language.  Execution faster than high-level languages.
YOUTHLINK MAGAZINE | MARCH 12-18, 2013