yl:english literature

BERYL CLARKE
Contributor

ERE WE are again as we continue our discussion of the poem Once Upon a Time by Gabriel Okara. Last week, you were given the general ideas that are conveyed. This week, we will begin to examine these ideas more closely. Stanza one begins with a restatement of the title and the question of why came to me. Is it that the speaker wants to convince us that things had really been good in the distant past? Is he also trying to convince himself that his memories of better days are real? Consider both views, please! I hope you notice that like other Once Upon a Time tales this one has a lesson for life or, as you probably say, a moral lesson. This same first line establishes the relationship between the speaker and the listener and so we find out that they are father and son. The second line introduces us to characters known as they, and again we are faced with the question of who they are. From the succeeding three lines, we learn that they and the speaker had been friends but were no longer so. If you look back at last weeks lesson you will see that it is said there that they are no longer genuine in their interactions with the speaker. They have become cold, have excluded the speaker from the formerly warm association and look past him at his shadow. In fact, they are not just looking at his shadow, they are searching behind it. We have to take some time to reflect on their action and in order to do that we ought to remember

Once Upon A Time

that a shadow is an area of darkness formed behind an object because light cannot pass through the object. So, the scene being presented is one in which when the speaker meets they, they focus on the darkness behind him, rather than on making eye contact. This behaviour is enough to tell us of their lack of honesty and probably even of a fear they have. Emphasis is placed on the coldness exhibited, the rejection he faces from his former friends through the use of the hyphenated ice-block-cold words. He does not compare the eyes to ice but says that they are cold blocks of ice. In stanza two, we hear that there was a time when the greetings he received were warm and real. I want you to notice the use of indeed for it is employed to reassure the father and persuade the son that such a time and such a positive relationship did exist at one time. Next comes the but of regret, signifying the change. We can almost see the speaker shake his head! There is more, for whereas in the previous stanza his shadow is searched, in this one it is his pocket that gets a search with their left hands. Do you see whats happening? While they shake with the right hands, almost distracting him into believing that everything is fine, the left hands are attempting to plunder. I wonder whether this is to suggest that the earlier relationship had been based on what they could get from the speaker rather than on true friendship. At any rate such action hardens the speakers suspicion. How deceiving are the early words of the third verse? Feel at home! Come again. If we had not read what went on before in the other verses we would have been tricked as the speaker is, for he does go again and it appears that all is still fine. His

reception, however, on the third visit is certainly not what is expected. He says, for then I find doors shut on me. You will agree that regardless of how you interpret their move, it does send a clear and final message. We do not know whether he found the houses empty when, having been invited, he arrives for visits, or whether it was after he calls or knocks at the doors that they are shut. It could even be that he makes contact to inform them that he is going to take up their invitation to visit and is told not to come! What we do know is that he cannot mistake their intention to cut their links. Let us now itemise the lessons the narrator learns from his experience. 1. He has learnt to wear many faces. 2. He has learnt to laugh with only my teeth. 3. He has learnt to shake hands without my heart. 4. He has learnt to say Goodbye when he means Good-riddance. 5. He has learnt to say Glad to meet you without being glad. 6. He has learnt to say Its been nice talking to you, after being bored. Like the narrator, we all face disappointments and sometimes shocking situations. Do not, however, let these things keep you down. This is an important year for you. Make the best use of all your opportunities and God bless!
Beryl Clarke is an independent contributor. Send questions and comments to [email protected]

yl:english language

NATASHA THOMAS-FRANCIS
Contributor

ELLO, ALL. I hope that your examination preparation is going well. Here are the answers to the multiple-choice exercise I had set for you in last weeks lesson. 1. C 2. A 3. C 4. D 5. D 6. C I hope you enjoyed reading the comprehensive passage. Just remember to follow the guidelines on reading and responding to passages that I had given to you a few weeks ago.

Persuade me!
devices, structure and language. All the choices are guided by consideration of the audience. Are you familiar with the following strategies and techniques writers or speakers use to persuade their audience?  Use of evidence  Use of analogy  Use of contrast  Use of repetition (anaphora)  Use of reliable sources of authority  Appeal to emotion  Use of rhetorical question (a question which does not require a verbal response)  Direct personal appeal  Irony/sarcasm  Hyperbole (overstatement/exaggeration)  Pun (a play on words)  Metaphors and similes There are many great public speakers whom you can emulate. Can you think of any public speakers who inspire you? For this weeks activity, I want you to read the following excerpts taken from President Barack Obamas 2012 presidential acceptance speech and identify as many strategies/techniques employed: We believe in a generous America, in a compassionate America, in a tolerant America, open to the dreams of an

immigrants daughter who studies in our schools and pledges to our flag. To the young boy on the south side of Chicago who sees a life beyond the nearest street corner. To the furniture workers child in North Carolina who wants to become a doctor or a scientist, an engineer or an entrepreneur, a diplomat or even a president thats the future we hope for. Thats the vision we share. The belief that our destiny is shared; that this country only works when we accept certain obligations to one another and to future generations. The freedom which so many Americans have fought for and died for come with responsibilities as well as rights. And among those are love and charity and duty and patriotism. Thats what makes America great. This country has more wealth than any nation, but thats not what makes us rich. We have the most powerful military in history, but thats not what makes us strong. Our university, our culture are all the envy of the world, but thats not what keeps the world coming to our shores. Thank you for believing all the way, through every hill, through every valley. Arent these powerful excerpts? I consider President Obama to be one of the most persuasive orators of modern times. How many of his persuasive strategies/techniques were you able to identify? In next weeks lesson, I will discuss a few strategies found in the extract. Until then, touch someones life by extending a helping hand.
Natasha Thomas-Francis teaches at Glenmuir High School. Send questions and comments to [email protected]

This week, we turn our attention to persuasive/argumentative writing. This lesson will be particularly helpful in assisting you with section four of Paper 2. This section of the CXC English A paper tests your persuasive/argumentative skills so it is important that you master these areas. The late 19th-century poet, Ralph Waldo Emerson, expressed the power of speech succinctly enough in the following statement: Speech is power: speech is to persuade, to convert, to compel. I want you to ponder on these words as we engage with this new topic. Persuasive speech or writing aims at convincing the reader to agree with a particular viewpoint. It is supported by evidence and relies on persuasive devices to make its appeal. The main focus of persuasive language is the audience, reader or listener. So, what then are the elements that you need to consider? In persuasive discourse the writer makes use of content, rhetorical

12

YOUTHLINK MAGAZINE | MARCH 19-25, 2013

yl:mathematics

Length of a vector
CLEMENT RADCLIFFE
Contributor

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

HOMEWORK
The diagram below shows vector b and vector c.

CONTINUED ON PAGE 16
YOUTHLINK MAGAZINE | MARCH 19-25, 2013 13

yl:office administration

Types of office careers

HYACINTH TUGMAN
Contributor

THE HUMAN RESOURCE MANAGER

The HR manager must hire persons with the necessary qualifications and experience to promote the organisation. Suitable methods for initial selection and retraining of staff should be devised. The HR manager should notify all internal personnel of job opportunities whenever they arise, which may lead to promotion. He/She will bargain with trade unions regarding salaries, dismissal and other matters affecting conditions at work.

ACCOUNTS CLERK
In a large organisation there is an accounts department which is responsible for all accounting matters. One of the positions in the accounts department is that of accounts clerk. The duties of an accounts clerk are preparing payrolls, processing vouchers, handling petty cash, using accounting software and filing records.

VERY ORGANISATION needs an office in order to function effectively. The office is the central point for the whole organisation. Office personnel have various duties; these may include working in the human resource office, or working as an administrative assistant, general clerks, accounts clerks, receptionists, data entry clerk and many others.

RECEPTIONIST
A receptionist is responsible for looking after callers, those with appointments and those without. The receptionist has to be able to greet callers, announce their arrival and, if possible, escort them to the right office. Perhaps, most important, a receptionist must be able to get along with people.

MANAGEMENT
Management functions involve planning, organising, staffing, controlling and directing employees in order that the organisation may operate efficiently. There are various levels, each of which is responsible for different aspects of decision making. Some levels of management and their areas of decision making are listed below:

ADMINISTRATIVE ASSISTANT
In business, an administrative assistant has many opportunities to make use of his/her skills/talents, for example, arranging meetings and reporting procedures and decisions. He/She is responsible for taking the necessary action and circulating correspondence emanating from his/her desk and, in some cases, to direct the supervision of junior clerks. The administrative assistant is responsible for dealing with incoming and outgoing mail, drafting letters, sending replies, making appointments, operating various machines found in the office and meeting people, among other things.

SKILLS
Changes are occurring regularly in every aspect of office work. New technologies and systems are designed to promote efficiency in an organisation. A rigid attitude towards customary procedures will not assist in achieving desired results. Certain aspects of office work are now performed by a computer and other technical equipment. These changes must be accepted by all involved.

LEVEL
Board of directors Senior managers Middle managers Junior managers

DECISIONS
Policy Programme Interpretation Implementation

GENERAL CLERKS THE MANAGER

A manger should have an intimate knowledge of the administrative and general functions of his/her department. He/She should be able to supervise and delegate responsibility to other members of staff in order to get effective results. An efficient manager will command respect from all his/her staff. The role of the manager, therefore, is to plan the overall policy of the business. All clerks have to handle large quantities of documents. They fill in forms and sort and file information. A junior clerk may be responsible for collecting the mail, sorting and distributing it. He/She may also be required to meet visitors, operate various machines found in the office, undertake banking transactions and answer the telephone. Clerks may also be responsible for dealing with customers, ordering stock and replying to routine correspondence.

ACTIVITY
List some other duties not mentioned above that an administrative assistant may perform. Have a productive week.
Hyacinth Tugman teaches at Glenmuir High School. Send questions and comments to [email protected]

Barita Group Head Rita Humphries (fourth left) Lewin and President of the WBO,Andrea Cowan, take the opportunity to share a frame with these ladies.
14 YOUTHLINK MAGAZINE | MARCH 19-25, 2013

yl:information technology

Key terms in programming

NATALEE A. JOHNSON
Contributor

section is encapsulated within begin and end statements. Begin and end are examples of keywords used in Pascal. Keywords (or reserved words) are words that have special meaning in Pascal and can only be used in the predefined context. That is, they cannot be used as variable names or in any other context. Other keywords are: program, type, var, const, read, write, readln, and writeln. When you are adding comments to your program they are included between parenthesis { } or between (* *) and can span multiple lines. Below is a table comparing the keywords of a pseudocode versus the keywords used in Pascal.

OOD DAY, students. This is lesson 36 in our series of lessons. In this weeks lesson I will look at some key terms associated with programming as well as introduce the Pascal language.

f Algorithm A sequence of steps designed to perform a particular task. Algorithm can be written in any suitable form such as in a programming language or pseudocode. f Pseudocode An imitation computer program written using mathematical notations and English-like statements to describe the logic to solve a problem or carry out a procedure. f Test data Data which is used to test a program for errors/special data created by a programmer to test the correctness of the program. f Dry-run The process whereby a program is checked to ensure that it does what it was designed for. f Bug A software bug may be defined as a coding error that causes an unexpected defect, fault, flaw or imperfection in a computer program. f Structured walkthrough A manual trace of the logics of a program using test data. f Run-time errors Run-time errors occur when a syntactically correct program statement cannot execute successfully. A common example is attempting to divide by zero (0). f Loading The process of transferring program and data from secondary storage to primary storage. f Syntax errors These are errors reported by the compiler/interpreter when the rules of the language are not obeyed. f Logical errors These errors occur when the expected results of a program are not met. f Testing This is the process of checking a program for errors. f Debugging This is the process of testing, locating and correcting mistakes by running the program.

KEY DISTINCTIONS IN PASCAL

f The difference between READ and READLN There is no difference between read and readln when working with numeric values such as 2, 6, and 10. The difference applies when working with string values or characters on different lines such as A, B and C. When the computer reads the first letter (A), if you use the keyword READ the program will not move to the next line to read B and C. So the keyword READLN is used to read in such values. f The difference between WRITE and WRITELN The keyword Write outputs text or values to the screen in a single line, leaving the cursor positioned at the end of line. On the other hand, Writeln which means write line, outputs text or values to the screen in more than one line, leaving the cursor at the beginning of the next line, instead of at the end of the current line. For example, if you were outputting the sentence My First Program. Using the Write keyword it would look like this:-

INTRODUCTION TO THE PASCAL LANGUAGE

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

STRUCTURE OF A PASCAL PROGRAM

A Pascal program has three distinct parts: 1. The program heading 2. The program block 3. The program terminator (a period) Using the keyword Writeln it would appear on the screen like this:-

TRANSLATING PSEUDOCODE INTO PASCAL CODE

The program heading is a single statement beginning with the word program. The heading assigns a name to the program and lists the input and output streams in parentheses. The program block is the body of the program. The block is divided into two distinct parts: 1. The variable declaration section where all the variables and data structures used by the program are defined (shown in program as var). 2. The statement section is where all the action statements of the program are specified. The statement f Make a list of all the variables used in the algorithm and determine their data type (that is, the type of values that each variable is to store). f Translate the pseudocode into Pascal code based on the Pascal structure you were given above. We have come to the end of this lesson. Remember that if you fail to prepare you should prepare to fail.
Natalee A. Johnson teaches at Ardenne High School. Send questions and comments to [email protected]

YOUTHLINK MAGAZINE | MARCH 19-25, 2013

15

yl:principles of accounts

Partnership account
ROXANNE WRIGHT
Contributor

b.

Samuel and Vaughn Balance sheet as at October 31, 2012

ELOW IS the solution to last weeks question. Match your answer against the one given and make corrections if necessary.

SOLUTION
a. Samuel and Vaughn Trading account for the year ended October 31, 2012

FACTS TO REMEMBER
1. There is a partnership where two or more persons agree to own and operate a business from which they will share profits and losses. 2. A partnership should have a written agreement which includes certain terms such as: f Capital to be subscribed by each partner f Interest on loans from partners f Interest on capital for partners f Salary for partner who works in the business f Share of profit f Interest on drawings f How goodwill will be treated f How a new partner may be admitted, the retirement of a partner and the dissolution of the partnership. 3. In the absence of an agreement, the court of law usually applies the specification of the Partnership Act 1890. 4. The partnership is limited to a minimum of two partners and a maximum of 20 who can invest as owners in the business. 5. A special account known as the profit and loss appropriation account must be drawn up for a partnership. 6. The purpose of the appropriation account is to show how the net profit is distributed in a partnership or cooperative. To ensure that you keep on track with your study of principles of accounts our next presentation will be Trial Balance, Errors and Suspense Account. You cannot afford to miss next weeks presentation. See you then.
Roxanne Wright teaches at Immaculate Academy. Send questions and comments to [email protected]

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

Samuel and Vaughn Appropriation account for the year ended October 31, 2012

yl:mathematics

CONTINUED FROM PAGE 13

Clement Radcliffe is an independent contribbutor. Send questions and comments to [email protected]

16

YOUTHLINK MAGAZINE | MARCH 19-25, 2013

yl:biology
MONACIA WILLIAMS
Contributor

ELLO, STUDENTS. How are you all this week? I hope you are well and that you have been keeping up with the lessons. In this information age in which we are living, there is absolutely no reason for you to not do something because you do not understand it. There is always another explanation to be found somewhere; seek and you shall find! This week, as we continue with our study of the topic, remember that it is one that requires constant revision and constant practice; without these you are not going to do well! Last week, we looked at how sex is inherited in humans. I hope that you were able to recognise that, contrary to a well-favoured Jamaican myth, the sex cells of the mother cannot determine the sex of the child, only the sex cells of the father can do so! We will continue now by looking at how the inheritance of a single pair of characteristics occurs. The syllabus requires you to be able to explain the inheritance of albinism, sickle cell anemia and blood groups. Let us turn to albinism. Albinism is the condition where the individual lacks the gene that produces melanin, the pigment which gives colour to our bodies. This means that the individual who is an albino does not have any form of pigmentation; there is none in the skin, none in the hairs on the body and none in the iris of the eye. The condition occurs when the individual is homozygous recessive for the alleles that control the gene. Let us see how it happens! Do you remember the steps that must be used when doing a genetic diagram? I hope so, because it is necessary that you remember if you are to answer questions correctly. We will use the letter A to represent the allele. What would be the genotype of an individual who is not an albino? Remember the condition is recessive. Did you say that the genotype could be either AA or Aa? If you did you would be correct because individuals with these genotypes would be phenotypically normal, that is, not showing any symptoms of the condition. What type of offspring would the homozygous-dominant parent produce? We can determine this by doing the genetic cross.

Patterns of inheritance
Notice that the outcome for this cross is very different from that of crossing the homozygotes. This time the phenotypic ratio is 3:1, 3 normal: 1 albino and the genotypic ratio is 1:2:1, 1AA: 2Aa:1aa. In this case the heterozygote is a carrier of the condition because it has the recessive allele which can be expressed in the next generation. Sickle cell anaemia is an inherited disease of the blood. In sickle cell persons some of the red blood cells have the shape of a sickle or a crescent. The red blood cells have an abnormal form of haemoglobin and this makes it difficult for them to carry enough oxygen to supply the cells of the body. This disease is common among people of African descent and is thought to carry an advantage in areas where malaria is common. Let us use S to represent the allele. S would be the allele for normal blood cells and s for sickle cell anaemia. The following would be the result of crossing the heterozygotes, Ss. Notice what happens again? The crossing of the heterozygotes gives a 1:2:1 genotypic ratio, 1SS:2Ss:1ss. This is the typical Mendelian monohybrid (one characteristic) ratio and is the result that you will get whenever two heterozygotes are crossed. One can also look at this from the end result. If a 1:2:1 ratio is obtained, then the parents must have been heterozygotes. Next week we will look at the inheritance of the blood groups among other things. See you then.
Monacia Williams teaches at Glenmuir High School. Send questions and comments to [email protected]

All the offspring produced are normal phenotypically because all of them are homozygous dominant. Let us look at what would happen if the genotype of the parent was heterozygous. What would be the genotype? Is your answer Aa? If it is then you are correct! Let us see what type of offspring these parents would produce.

JIS PHOTO

Minister of Foreign Affairs and Foreign Trade Senator Arnold J. Nicholson, peruses a copy of the Jamaica Vision 2030 National Development policy book with students of Excelsior High School, during the Commonwealth Day Youth Symposium and Celebration at the Jamaica Conference Centre, on Monday, March 11.
YOUTHLINK MAGAZINE | MARCH 19-25, 2013 17

yl:principles of business

Raising capital for the business

YVONNE HARVEY
Contributor

(A) GUIDING YOUR THOUGHTS

Capital, as a factor of production, does not include money. It is the assets in the business that are directly used to produce goods and services, for example machinery and tools. Businesses need capital as a factor of production and money capital.

(B) GUIDING YOUR ANSWER

Different businesses have different means open to them to raise capital for their business. The means available depend largely on the type of business. Private-sector businesses raise capital through private means. Sole traders and partnerships are private-sector businesses.

REETINGS TO you all. The question that we will consider this week has to do with the fact that businesses must raise capital for various reasons, including for start-up and for expansion. Remember to do some reading and revision on the topic before attempting the question, then look at my guidelines and my suggested answers. (a) Define the following forms of capital for a business: (i) Venture capital (ii) Working capital (iii) Fixed capital (6 marks) (b) Suggest THREE means by which each of the following forms of business can raise capital for the business: (i) The sole trader (ii) Partnerships (6 marks) (c) (i) Define the term collateral. (2 marks) (ii) List three items that can be used as collateral. (3 marks) (iii) Explain what is meant by an unsecured loan. (3 marks) Total marks: 20

ANSWER ANSWER
(i) Venture capital is the money that is provided by venture capital investors for the purpose of starting up a business. This is usually in exchange for part ownership in the business and, of course, a share in the profits of the business. Some venture capitalists are silent and just loan the business the money to start up the business. (ii) This type of capital is also known as circulating capital and is used for the day-to-day running of the business. The amount of working capital in the business determines its liquidity. (iii) Fixed capital is the capital of the business that is durable and long lasting. It remains in the business for a long time, for example, machinery and buildings. (i) Sole traders can raise capital through saving, through money inherited or through borrowing from friends and relatives. (ii) Partnerships can raise capital through the contributions of each partner, through private borrowing and through borrowing from financial institutions such as commercial banks.

(C)(I) GUIDING YOUR THOUGHTS

Some loans require collateral and an adequate amount of collateral must be provided. A loan is a risk to the lender.

ANSWER
Collateral refers to any asset that the lender of money can use in the event that the borrower cannot repay the loan. The asset will be sold to recover the loan amount.

(II) GUIDING YOUR THOUGHTS

The items used as collateral must be items of value that the lending institution can sell if the borrower has any difficulty in repaying the loan. The assets are signed over to the lending institution until the loan is fully repaid. Depending on the size of the loan and the likely success of the business, the business may have to provide more than one asset as collateral.

ANSWER
Property deeds or titles can be used and are usually used when the life of the loan is long. The businesses machinery and equipment can also be used as collateral. Financial assets such as stocks and bonds can also be used as collateral. Motor vehicles can also be used.

(III) GUIDING YOUR ANSWER

There are two basic types of loans, secured and unsecured. Secured loans are sometimes referred to as collateral loans because collateral or guarantors to countersign the loan must be provided.

ANSWER
The unsecured loan is one that does not require any form of collateral nor guarantor to countersign the loan. It is usually given to businesses that are seen as secure in themselves and so do not need this backing to the loan. Unsecured loans are increasing in popularity as financial institutions compete for borrowers in the financial market. Thats it for this week, folks. I hope you enjoyed the question. Next week, I will present the final profile-one question. Keep safe until then.
RUDOLPH BROWN/PHOTOGRAPHER

Lascelles Chin (centre), founder and executive chairman of Lasco, chats with students at Wolmers Boys School Careers Day at The Mico University College auditorium on Friday.
18 YOUTHLINK MAGAZINE | MARCH 19-25, 2013

Yvonne Harvey teaches at Glenmuir High School. Send questions and comments to [email protected]

yl:social studies
MAUREEN CAMPBELL
Contributor

IGRATION REFERS to the movement of people from one geographical area to another. Migration will occur within a country (internal migration) or between countries (external or international migration).

Gross migration rate refers to the number of persons per year, per thousand members of a population, who enter or leave a geographic area. Net migration refers to the annual increase or decrease per one thousand members of a population resulting from migration into and out of the population. It is also possible to have a negative net migration rate which would show more people overall left an area than entered it. There are two main types of migratory pattern immigration and emigration. This is referred to as external or international migration. Emigration involves movement into another country where you become an immigrant. An example is movement from Jamaica to the United States. This movement is usually associated with push (factors encouraging you to leave your country) and pull factors (inviting you, beckoning you to come, we have what you desire). Examples are:  Need for education  Fleeing the law  Violence in the country of origin  Step migration  Chain migration

Moving in, moving out!

The past is a foreign country. They do things differently there. -L.P. Hartly
There is also another category of migration, internal migration or the movement of individuals within a country. In the Caribbean, this movement tends to be from the rural areas to the urban areas to settle. Rural to urban migration has resulted in urbanisation the process by which an increasingly larger proportion of the worlds population lives in or very near to cities. Urbanisation has been so common that it is now taken for granted in many parts of the world. Today it is believed that almost as many people live in urban areas as in rural areas.

theatres, cinemas, game arcades, shopping malls and cable television. Also, most areas lack proper sporting facilities which are available in the city. 4. We must admit, however, that there is a scarcity of employment opportunities other than in agriculture in the rural areas. Most of us consider agricultural work to be labourious, lowpaying, risky and menial. There is a rush to the city in search of white-collar jobs.

EFFECTS OF CITY LIFE

a. Provided with more chances to pursue a career of their own choosing. b. The many job opportunities that may be available allow individuals to enter into occupations that are in harmony with their talents and abilities. They will enjoy the fulfillment of pursuing a career which they love and enjoy. c. Individuals who fail to obtain gainful employment will be forced into illegal and demoralising activities in order to earn a living. d. May be forced to live in slums as they are unable to pay high rents which comes with living in the city.

REASONS FOR URBANISATION

1. People are pushed out of their villages because expanding rural population cannot be supported by the existing agricultural economy. 2. Poor people are attracted to the cities due to the belief that there are opportunities for better education, employment, social welfare support and good medical care. Unfortunately, they are likely to be disappointed. 3. Mostly young people tend to migrate to the cities seeking all of the above plus opportunities for entertainment as they complain of the lack of

COPING WITH INCREASED POPULATION IN THE CITIES

1. Addressing the deficiencies in the rural areas and making these areas more attractive for settlement. 2. The erection of industrial sites and building of industrial plants in the rural areas. 3. Erection of proper infrastructure such as roads, water and sporting facilities to help in reducing this move to the cities.

ADVANTAGES:
 Higher standard of living and better life chance.  Educational opportunities.  Less violence.  Employment opportunities.  With family members who had previously migrated.  Remittance to family members.  Broken families, children left in the care of relatives or friends.

ACTIVITIES
1. State three reasons individuals migrate. 2. Differentiate between emigration and immigration, internal and external migration. 3. What do you understand by the term barrel children? 4. Define chain and step migration and state any other forms of migration that was/is practised in the Caribbean region to date. 5. Suggest three ways in which a government can prevent internal migration. Explain why it is necessary to lessen internal migration. 6. Suggest three strategies that may be used by the government to prevent brain drain in your country. Give reason you think these strategies may be successful.

DISADVANTAGES:
 Brain drain since mostly the educated persons migrate from our countries, hence it is referred to as brain drain.  Unable to communicate as there is a culture shock.  Lack of or menial job opportunities.  Discrimination, based on colour, race, etc. Immigration refers to the movement of individuals into your country. In the Caribbean, people usual immigrate to our islands when they have retired from work done in foreign lands and want to live a quiet life.

Libriarian Judith Silvera educates these Black River High students during a recent tour of the Gleaner Company.
YOUTHLINK MAGAZINE | MARCH 19-25, 2013

Maureen Campbell teaches at St Hughs High School. Send questions and comments to [email protected]

19

yl:chemistry

Calculations and the mole concept

FRANCINE TAYLOR-CAMPBELL
Contributor

(12 + (1*2) + 16)n = 180 thus 30n = 180 ; n=6 Molecular formula = (CH2O)6 = C6H12O6 (b) 2Zn(NO3)2 == 2ZnO + 4NO2 + O2 Molar mass of Zn(NO3)2 = 65 + 14*2 + 16*6 = 189g % O = mass of oxygen in zinc nitrate = (96/189)*100 = 50.8% Total mass of zinc nitrate (ii) 1.89g of Zn(NO3)2 represents 1.89/189 = 0.01 mol According to the equation, 2 mol of Zn(NO3)2 gives off 1 mol 02 Therefore, 0.01 mol Zn(NO3)2 will produce 0.01/2 = 0.005 mol O2 At rtp 1 mole of any gas occupies a volume of 24dm3 0.005 mol O2 has a volume of 0.005*24 = 0.12dm3

Hence if 72 dm3 of CO2 is used then 2 x 72 dm3 of NH3 would react. Volume of ammonia = 144dm3 (iii) 1 mol of gas at r.t.p has a volume of 24dm3 # mol CO2 used = 72/24 = 3 mol Using the equation again, 1 mol CO2 produces 1 mol CON2H4 (urea) Thus 3 mol CO2 produces 3 mol urea Molar mass of urea = (12 + 16 + 14*2 + 1*4) = 60g 3 mol urea has a mass of 60 x 3 = 180g.

HIS WEEK we will continue to look at questions on the mole concept. You can never have too much practice in this area.

Let us try this question. 1. (a) A compound with relative molecular mass of 180 was found to contain 40% carbon, 6.7% hydrogen and 53.3% oxygen. Determine the molecular of this compound. (b) 1.89g of zinc nitrate was heated according to the equation 2Zn(NO3)2 (s) == 2ZnO (s) + 4NO2 (g) + O2 (g) (i) What is the percentage by mass of oxygen in zinc nitrate? (ii) What volume of oxygen at r.t.p. is given off when 1.89g of zinc nitrate are heated?

NOW ATTEMPT THIS QUESTION.

3. Give the equation for the reaction between methane and steam. Calculate the maximum volume of hydrogen, measured at stp, which can be obtained from 16g of methane.

QUESTION 2
2. Ammonia and carbon dioxide react to form water and a solid, urea, CON2H4. In the reaction, 72dm3 of carbon dioxide at rtp are converted to urea. (i) Write the equation for the formation of urea. (ii) Calculate the volume of ammonia at rtp which reacted. (iii) Calculate the mass of urea formed.

ANSWERS
Carbon Hydrogen 40 6.7 12 1 40/12 6.7/1 3.33 6.7 Ratio of mols 1 :2 Empirical formula of compound = CH2O Therefore, the molecular formula = (CH2O)n If the molecular mass of the compound = 180 Then (CH2O)n = 180 1. Mass in 100g Molar mass (g/mol) # mol Oxygen 53.3 16 53.3/16 3.33 :1

REMEMBER
When working problems with moles, it is always best to start by finding the number of moles of the known substance whether by using its mass or volume. Also, in most cases an equation is essential as it helps to determine in what mole ratio the reactants combine or the products form. In next weeks lesson, we will look at the mole and its application to solutions.
Francine Taylor-Campbell teaches at Jamaica College. Send questions and comments to [email protected]

ANSWERS
(i) 2NH3 (g) + CO2 (g) == H2O (l) + CON2H4 (s) (ii) Based on the equation 2 mol NH3 react with 1 mol CO2 (2:1 ratio)

Special Projects Officer at the Jamaica Information Service, Christine Ade-Gold (left), responds to a question from Christine Mitchell (centre), about the various publications of the agency, at the Kingston Book Festival, held on the lawns of Devon House in St Andrew on March 9. The event was organised by the Book Industry Association of Jamaica. Little Janelle Ellis also attended the festival.
20 YOUTHLINK MAGAZINE | MARCH 19-25, 2013

yl:history

Reasons for United States interest in the Caribbean

DEBBION HYMAN
Contributor

Spanish-American War of 1898 between the United States and Spain. Cuba was, at that time, embroiled in armed struggle to gain its independence from Spain. The Americans seized this opportunity to further undermine Spains influence in the region. Their participation in the war brought swift defeat to Spain and heralded the emergence of the United States as a world power. The end of the war also signalled greater American involvement in political interest in the region as well as increased economic investments. The region was important in helping the US to fulfil its manifest destiny for the following reasons:  Its close proximity influenced defence issues. The security of the United States depended on its control of neighbouring territories to ensure the safety of its borders, its citizens and its property.  The Caribbean represented a large potential market for American manufactured goods. This would further encourage the growth of industry, thus the creation of wealth.  With large populations of mainly unskilled, unemployed labour, United States capitalists saw the Caribbean as potential source of cheap labour. Many Caribbean nationals were used in the construction of the Panama Canal at the turn of the century and gradually there was a steady stream of emigrants headed for the United States, especially after the second World War.  The Caribbean possessed a variety of raw materials that America wished to exploit in its own economic interest. Agricultural enterprises such

OBJECTIVES
AT THE end of the lesson you should be able to: 1. Describe the economic, political and ideological factors which influenced the United States interest in the Caribbean up to 1962. The United States relationship with its Caribbean neighbours has been shaped primarily by factors related to defence, expansionism, trade and ideological dictates. As early as 1823, the nation started crafting doctrines that would protect its interests. The Monroe Doctrine of 1823 primarily shaped American involvement in the Caribbean in the 19th century. This policy statement was issued by President James Monroe, who issued a stern warning to European countries that the Americas was closed to further ownership or colonisation by European countries. President Monroe went as far as to state that America would regard any attempt to recolonise any territory that had gained its independence as a direct threat to the United States. This was primarily directed at Spain who, at the time, was busy trying to recapture its Latin American territories. This ideological position was expanded throughout the 19th century as the principle of Manifest Destiny became entrenched in the American psyche. The belief that the United States was destined by God to dominate the Western hemisphere from the Atlantic to the Pacific fuelled American dreams and actions. This belief resulted in a very aggressive and domineering attitude on the part of the US. It led to the

as sugar and banana attracted American investors at first, but bauxite, oil and tourism, as well as railroads became increasingly important outlets for American investment up to 1962. US policy during the first decades of the 20th century was nationalistic, expansionist and aggressive and was based on a feeling of racial and cultural superiority of the American people. This ideology is often described as the Big Stick Policy and is often illustrated by actions such as the taking of the Panama Canal from Colombia and the issuing of the Roosevelt Corollary to the Monroe Doctrine (1904). The Roosevelt Corollary was issued by President Theodore Roosevelt and asserted the right of the US to intervene in the affairs of the neighbouring states if there was perceived to be any threat to American lives and investments. This document is important as it marked yet another turning point in American-Caribbean relations. The corollary had, in effect, declared the US the ruler of the Caribbean basin and made clear American intention to rule by force if necessary. The Roosevelt Corollary paved the way for American intervention in the region as it accorded the United States government the power of an international policeman and implicitly and explicitly undermined the independence of the republics within the hemisphere. The corollary stated clearly that America was not interested in acquiring colonies and that it would not interfere in any country that was stable and prosperous.

The big-stick polices of the United States government caused great unease and resentment throughout the Caribbean. The United States found itself increasingly portrayed in a negative light. Many of the smaller, poorer states resented the manner in which it used its increasing economic wealth to enforce its policies. This attitude was described as Dollar Diplomacy. In an attempt to repair its image, the US embarked on a new approach to its neighbours. In the 1930s, the administration of President Franklin Roosevelt pledged itself to pursue the policy of a good neighbour. This good neighbour policy witnessed the United States withdrawing its claims to rights of interference in the governments of other countries. Consequently, the Platt Amendment was annulled in 1934 and a 1936 treaty ended US right to intervene in Panama. There was also the creation of the Peace Corps that was to foster better relations between the US and its neighbours. These phases continued until the second World War (1939-1945). The end of war would witness a new period in world history with the development of two distinct blocs. There was the communist bloc led by the Soviet Union and the anticommunist bloc led by the US. These two distinct ideologies would play out during the Cold War era, and this period witnessed a changing dynamic in American-Caribbean relations. The United States was now determined to keep its area free from the influence of communism. To this end, it tightened control over the Caribbean Basin. Countries in the region were expected to sign agreement, were provided with money

and military assistance in order to prevent them succumbing to the temptation to enter into any negotiation with communist interests. The US also developed new and more powerful weapons, many utilising nuclear power. The Panama Canal assumed greater importance due to its strategic location. The US government began to view its security in terms of the canals safety and security. The communist threat became one of the most important factors in US-Caribbean relations from the 1960s. The work of the Central Intelligence Agency became important in the region during this period and has continued to the present. In 1962, the US and the Soviet Union almost went to war over the incident known as the Cuban Missile Crisis.

SUMMARY
The United States influence extended in most Caribbean territories. Additionally, Americas relationship with the region was characterised by four objectives:  The formation of alliances to prevent interference by other powers  The encouragement of trade  Regional support for American policies on the international scene  The protection of American interests. In order to ensure the achievement of these objectives, the US maintains steady interest in the affairs of the region to guarantee governments that are friendly towards its interests and to maintain peace and stability in the region.
Debbion Hyman teaches at St Hughs High School. Send questions and comments to [email protected]

YOUTHLINK MAGAZINE | MARCH 19-25, 2013

21

yl:geography

Communications
MARJORIE HENRY
Contributor

N THE last lesson I started the description of communications. After indicating the different forms of communications, namely roads, railways and airways, I shared further on roads, highlighting the different types and how they are usually represented on the ordnance survey map. I ended the lesson by stating that there is a 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 utilising passes and gaps where hills are present, lowland valley sides and flat areas otherwise.

In addition to relief, there is also a relationship between communications and settlement and settlement patterns. John Niles, in his text Modern Caribbean Geography, in reference to his country, states that first-class roads are the main roads and highways; smaller, second-class roads are found within settlements; narrow and not-wellmaintained third-class roads link villages, while fourth-class roads are narrow and are generally found in farming areas. Vohn Rahil states that road communications influence settlement patterns. Routes meet at a junction or in a particular nodal position. The natural existence of routes influences settlement types or settlement pattern. Recall what was said when the different settlement patterns were discussed in an earlier lesson. Rail routes follow flat areas or level ground as they are unable to manoeuvre gradients steeper than 1 in 40. Physical relief barriers must be overcome. Hills are, therefore, tunnelled through and bridges built across rivers. A railway crosses different barriers in order to maintain a flat or level gradient. With regard to air transportation, relief impacts on the location of the airport. There should be an extensive area of flat land for the runways for landing and taking off, and adequate space for airport expansion. The last aspect of description that I would like to mention is that of land use. This includes all the evidence on any map of human activity. The list includes agricultural activity pastoral and arable farming; settlement; industrial use; mining activities; public and social services; recreational use. Vegetation is also included in the list of land use. It is the key or legend of the map that will indicate what is present, so the instruction remains the same study it! Make sure that you understand what you are being asked to do in your description of land use. Here are some of the ways that the land use question can be given: 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

Tchakamau Ra is all smiles as she walks away with the top prize for Best Overall Performance in the 2012 Caribbean Secondary Examination Council tests, at the National Caribbean Examination Council awards ceremony held on Friday, March 8, at St Georges College in Kingston. She passed 16 subjects, 15 with grade one.
22 YOUTHLINK MAGAZINE | MARCH 19-25, 2013

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