csec study guide - february 22, 2011

YOUTHLINK MAGAZINE | 12 FEBRUARY 22-28, 2011

yl:mathematics

CCLLEEMMEENNTT RRAADDCCLLIIFFFFEEContributor

IWILL, IN this weeks lesson, present the solutions to questions taken from the Caribbean SecondaryEducation Certificate mathematics papers one and two. They are presented for your guidance and you areencouraged to keep these solutions for your final review just prior to the external examinations.

CSEC questions

You now need to do additional work from your textbooks and past papers. This practice will ensure thatyou are adequately prepared for the external examination.

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

YOUTHLINK MAGAZINE | FEBRUARY 22-28, 2011

yl:social studies

13

MMAAUURREEEENN CCAAMMPPBBEELLLLContributor

POPULATION CENSUS may bedefined as the procedure ofsystematically collecting,compiling, evaluating, analyzing andpublishing demographic, economic andsocial data, pertaining to all persons inthe country at a given time.

This is further emphasised in thePPooppuullaattiioonn aanndd HHoouussiinngg CCeennssuusseessHHaannddbbooookk ooff tthhee UUnniitteedd NNaattiioonnss, 1992.A population census, by the definitioncustomary today, is a complete processof collection, reception, assessment,analysis, publication and distribution ofdemographic, economic and social datawhich relate, at a given moment in time,to all the residents of a country or of awell-defined partial geographic area.

The population census is, therefore, aspecial, widespread activity which isusually conducted once a decade in theentire country. The purpose of thecensus is to collect information on theentire population in order to present afull and accurate picture of the countryspopulation, its living conditions and itsdemographic, social and economiccharacteristics at the level of area andneighbourhood.

The population census is the mostdetailed source of information on thepopulation at all geographical divisions,from the national level to small localitiesand neighbourhoods in the cities, aswell as small population groups.

PURPOSE OF THE CENSUSThe main purpose of the census is to

gain information on populationdevelopment, population structure,households and living conditions andothers. This type of information isimpossible to collect in any other wayfor such an elaborate and far-reachingpurpose. The census is, therefore,providing much-needed data onourselves as a society. It is not anactivity for statisticians, but for societyitself, since the information on the formsis used by decision makers to determinethe countrys future.

WHO USES CENSUS DATA?Census information is used by

governments, businesses and industries,

social organisations, and countlessother agencies and individuals.

The government uses data fromdecennial censuses to decide where toallocate funds for communityprogrammes and services, such aseducation programmes; housing;community development; health-careservices; job training and provision;public transportation; youth services;hospitals and security services, to keepcitizens safe and happy. Also, to buildneeded infrastructure and many more

essentials. It is also used as data to planpolicies on economic and socialprogrammes.

OTHER USERS OF CENSUS DATABusiness and industries use the

census data to analyze markets for their

goods and services, or to select new

retail or manufacturing sites. These

activities often lead to the creation of

new jobs. It also helps to reduce

financial risk, and businesses are able to

determine the marketability of potential

products and come up with products that

citizens are demanding.

The health-care sector uses thecensus data to forecast health-careneeds and projected costs. This will alsobe needed for the selection of sites forhospitals and clinics. Censusinformation also helps in times ofdisasters such as hurricanes, floods andearthquakes. The census data can beused to tell rescuers and governmentbodies how many people will need theirhelp in an area.

SHOULD I PARTICIPATE IN ACENSUS?

Everyone should willingly participatein a census as it is very vital thatdecision makers have accurate statisticswhen making policies that will shape ourcountrys future. For this reason, weshould cooperate with personsresponsible for carrying out the census.The answering of census questions ismore than a civic responsibility; it isrequired by law.

PRIVACY AND CONFIDENTIALITYThe individual is protected because of

the confidentiality placed on thepersonal information provided byrespondents, while, at the same time, itrequires their mandatory participation.All employees take an oath ofconfidentiality. Information from allquestionnaires is combined and theanalysed data is released to the publiconly in the form of statistics that do notidentify individuals. The census is one ofthe most important sources ofinformation that provides a basis for theofficial statistics of the country.

SOURCES OF POPULATIONSTATISTICS

There are various sources ofpopulation statistics: the nationalcensus, Registrars Generals Office;Office of Naturalization; records ofreligious institutions such as marriage,baptism and christening certificates.

ACTIVITY1. Define the concept of census.2. State five forms/types of information that may be obtained froma census.3. Identify three groups that use the census data and explain how and why it is used by each group.4. Explain why it is necessary for eachindividual in a country to participate in the census data collection.5. How often is census data collected in most Caribbean countries?6. Identify three ways in which data related to the population may be obtained other than via the census.

Maureen Campbell teaches at St Hughs HighSchool. Send questions and comments to kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

Populationstatistics

Shadelle Hill (left) accepts a $100,000 netball scholarship from Charmaine Lawson, executive assistant atSupreme Ventures Limited.


yl:information technology

NNAATTAALLEEEE AA.. JJOOHHNNSSOONNContributor

HELLO, STUDENTS. In this week's lesson, we will concludelooking at current trends in technology.COMPUTER-AIDED ENGINEERING (CAE)

CAE systems analyze engineering designs produced by CADsystems by simulating a variety of conditions to see if thedesign actually works. CAE features are found in most CADpackages. Two CAD/CAM/CAE packages currently in use areUnigrapics and hyperMill.

EXPERT SYSTEMSConsider what happens when you go to the doctor. The

doctor asks you a few questions and runs a few tests then usesthe information obtained from these to make a diagnosis.Doctors can do this because their minds act as a sort ofdatabase that has information about which symptomscorrespond to which illnesses.

DEFINITION: Expert system is software that imitates experts such as

doctors by comparing responses to certain questions to thosein a database in order to make a diagnosis or recommendation.An expert system is useful in providing support for makingdecisions and can also 'suggest' alternatives or other issues tobe considered.

It consists of two parts: the knowledge base and theinference engine. The knowledge base contains a large volumeof information in a particular field - for example, the differenttypes of diseases, symptoms and possible treatments. Theinference engine of an expert system analyses the input datausing 'reasoning' methods and the knowledge base to arrive ata conclusion. It also provides the user with an explanation ofhow it arrived at its conclusion by showing the concepts thatare used.

ADVANTAGEm Expert systems do not make biased decisions or incorrect decisions based only on the information supplied.

DISADVANTAGESm An expert system is incapable of making moral judgements. m They are limited to certain areas of expertise and cannot adapt as a human would in light of new medical

developments (without first being reprogrammed). An expertsystem is, therefore, no substitute for human intelligence.

HARDWARE m Sensorsm Process controls

SOFTWAREm Simulation softwarem Software for the expert systems

A MEDICAL EXPERT SYSTEM HAS THE FOLLOWINGADVANTAGES:

m It gives support in making decisions about which a doctor may be doubtful because of a lack of knowledge or lack of experience.m It can help experts arrive at an accurate solution much faster.m It can show the concepts it uses to arrive at its conclusions.

IT ALSO HAS THE FOLLOWING DISADVANTAGES:m It lacks intuition which is sometimes vital in decision making.m It cannot learn from mistakesm It could have disastrous effects if used by unqualified individuals.

ROBOTSRobots are

computer-controlledmachines thatinclude functionssuch aslocomotion,mobility, graspingand recognition. Arobot's centralprocessor mightbe a micro-processorembedded in itsshell, or it mightbe a supervisory computer that controls the robot from adistance. In any case, the processor is functionally identical tothe processor found in a personal computer, a workstation or amainframe computer.

The most important hardware differences between robots andother computers are the input and output peripherals. Insteadof sending output to a screen or a printer, a robot sendscommands to joints, arms and other moving parts. Mostmodern robots include some kind of input sensors. Thesesensing devices allow robots to correct or modify their actionsbased on feedback from the outside world.

AT PRESENT, ROBOTS ARE MAINLY USED IN THEFOLLOWING AREAS:

m Manufacturing industriesm Automotive industriesm Assembly lines for welding, paint spraying, assembling and loading. m Electrical and electronic industries - they are used for assembling and installing various parts in the manufacturing of video cameras, personal computers and many other devices.

ADVANTAGESm Robots are excellent at performing repetitive tasks that require high precision and accuracy. m They can perform more work with fewer errors, and they don't get sick, complain or take strike action. m Robots are also able to operate in extreme environments where it might be difficult or impossible for human beings to operate. m Specialised robots have been developed for a number oftasks.m Remotely operated vehicles (ROVs) are able to perform tasks such as searching for and recovering ship and plane wreckage, specialist scientific studies and the burial and repair of underground telecommunication cables.m Other robots clean up hazardous waste sites and handle wastes that might be too dangerous for humans.m Robots decontaminate and dismantle radioactive devicesand measure levels of radioactivity at waste sites.m Robots mine for metal and coal.m Robots deactivate bombs.

Now that we have concluded looking at current trends intechnology, try the following revision past-paper questions:

1. The increase in the level of computerisation in offices,together with the decrease in the cost and the availability ofdata communication services has created new ways ofconducting business. Some employees now have anopportunity to perform their work from home by a processknown as 'telecommuting'.

(i) State two items of hardware that an employee must have if he/she is telecommuting.

(ii) State two advantages of telecommuting to the employee.

(iii) State one disadvantage of telecommuting to the employee.

(b) Explain how telecommuting is different from both teleconferencing and telemarketing.

2. (i) What is an expert system?

(ii) Name one area in which expert systems are used.

(iii) Give one advantage and one disadvantage of using expert systems in the area named at (ii) above.

3. (i) What is meant by the terms 'CAD' and 'CAM'?

(iii) Why are CAD and CAM usually integrated?

4.(a) Describe briefly an application in which a robot (or robotic arm) is used in an industry, stating clearly one function that the robot performs.

(b) State two advantages of using robot (or robotic arm) over using a manual method in the application described in part (a) above.

We have come to the end of todays lesson. See you nextweek when we will look at a new unit. Remember, if you fail toprepare, be prepared to fail.

Natalee A. Johnson teaches at Ardenne High School. Send questions andcomments to kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoommTr

ends

in te

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logy

(part 3)


yl:english language

15

NNAATTAASSHHAA TTHHOOMMAASS--FFRRAANNCCIISSContributor

HELLO, ALL. This week, we end our discussion on persuasivewriting. Over the last few weeks, we have looked attechniques/devices which you should employ in your writing,as well as the steps involved in producing a persuasive piece. I havealso given you guidelines to assist you. In this lesson, I want you tofocus on the kind of instructions which CXC will give you in the exam.

QUESTION INSTRUCTIONSYou will need to thoroughly discuss your position on a specific

topic/issue. CXC may ask you to do one of a number of things:

1. Write an argument either supporting or opposing an issue.EExxaammppllee:: A good command of English is no longer a guarantee of financial or social success in the Caribbean.

2. Write an argument either supporting or opposing this statement.EExxaammppllee::Speaker A: I am going to start eating more local food because that is what makes our Caribbean Olympic athletes stars.Speaker B: Nobody is going to get me to eat yams and sweet potatoes. That is backwardness.

3. Write an essay supporting the views of either Speaker A orSpeaker B and justifying the kind of food that you prefer to eat. (Jan. 2010)

PPlleeaassee nnoottee tthhaatt iinn tthhee eexxaammppllee aabboovvee,, yyoouu aarree rreeqquuiirreedd ttoo cchhoooosseeoonnee ssiiddee.. YYoouu mmuusstt ddeecciiddee oonn tthhee ssiiddee ffoorr wwhhiicchh yyoouu ccaann pprreesseenntt tthheessttrroonnggeerr aarrgguummeennttss..

4. Write an argument in which you present your views. With this kind of question, you are permitted to present both sides of the issue.EExxaammppllee 11::Write a letter to the editor of your local newspaper expressing your views on the following point of view. Dreamers are no help to a country - what we need are practical people who can do things or get things done.

EExxaammppllee 22::School is not the place for bullies. They should be put into special institutions. Write an essay giving your views on this statement. (Jan. 2011)

Now that you are armed with the necessary tools to build yourarguments, attempt at least one of the following essays for homework:

1. Teenagers have too much freedom in todays complex world. Write an argument for or against this view.

2. School is not the place for bullies. They should be put into special institutions. Give your views on this statement.

3. If you have served at least one term as prime minister, you should not be given another opportunity to do so for at least 10 years. Write an argument either supporting or opposing this view.

4. Secondary school students should be tested for HIV with or without their parents consent. Write an essay either supporting or opposing this view.

I trust that you are now clear on what is expected of you in sectionfour of paper two. Continue to practise those argumentative skills.Engage your classmates in a discussion on the exam questions givenas examples.

I will leave you with the following persuasive advertisement to museover:

This advertisement appeals to those who wish to be relieved fromthe burdens of city life. The use of the word paradise tells of thebeauty, charm and tranquillity of the island. The descriptive languageis the main persuasive technique used by the writer. What are the othertechniques employed in this ad?

Does this advertisement appeal to you? What aspects, do you think,stand out?

Until next week, be good, and remember that the CXC season is justa stones throw away.

Natasha Thomas-Francis teaches at Glenmuir High School. Send questions andcomments to kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

Lets get argumentative! (part 4)

Chef Dwight Cross (left) observes as this Oracabessa High School student impresses his schoolmates with his fruit-carving skills.

To dispense with the drudgery of work, the sameness and staleness of metropolitan living, here is the best escape.

A TREASURY OF NATURES CHARMS!

You can enjoy the rollng plains and terraces of Jamaica - a pictue of rural tranquility and contentment. You can travel to historic settings, view the verdant lush scenery, experience the cultral riches and modern fashionable style of life in this isle of paradise.

Absorb the serenity of the scene, the balmy zephyrs, the refreshing rustic air and the variety and glitter of night life, peerless among holiday resorts.

Make the experience unforgetable, the time of your life, exciting and colourful as well as peaceful and serence.

Here is Jamaica - vintage among holiday isles.


yl:office administration

HHYYAACCIINNTTHH TTUUGGMMAANNContributor

THE PURPOSE of stock control is tomake sure that the rightquantity/number of each type ofproduct is always available. This isimportant or else the firm might finditself out of stock and lose sales as aresult. Too high a stock level meansmoney is tied up unproductively andvaluable space is being wasted.

Several steps must be followed toensure that an accurate picture of thecurrent stock position is always at hand.Proper records must be kept forordering, receiving and the issuing ofgoods. Stocktaking must also be carriedout at regular intervals.

RECORDING INCOMING STOCKThis may be done either centrally,

through the use of a stock record card or

a computer system, or locally. A localsystem means that a card (sometimescalled a bin card) is attached to the rackwhere the product is stored. The dateand quantity of incoming stock isrecorded on the card. After goods havebeen checked, the storeroom should bearranged in an orderly manner toexpedite efficient handling of storeroomcontent.

RECORDING OUTGOING STOCKWhenever stock is issued, the date,

quantity and requisition number must berecorded on the stock record card.Keeping a running balance is important,so one can know how much stock isheld. The final column of the stockrecord card shows this.

REORDERING WHEN STOCKSRUN LOW

A well-organised storeroom has a

reordering procedure that goes intoeffect whenever an item reaches theminimum stock level. Usually, thestoreroom notifies the purchasingdepartment which, in turn, places theorder with the supplier.

STOCKTAKINGThis is done regularly so as to ensure

that the balances on the stock cards areaccurate. The firms auditors may makespot checks to ensure that products arenot unaccountably disappearing. Regularchecks detect slow-moving items andpoor buying practices.

An annual stocktaking is done at theend of the financial year, which involvesthe assessment of the value of the goodson hand. A physical count of each itemis done and its value calculated. At theend of the financial year, the totals arethen added to give the closing stock

figure, which appears in the finalaccounts.

COMPUTERISED STOCKCONTROL

The computer, with a special software,can also assist with stock control. Thecomputer can record all the itemsavailable for sale and then deduct eachitem that is sold from the total stock.Some retailers use what is called barcoding for printing receipts. This makesit easier for the establishment to keep atab on their stocks, as the computer willshow when its time for reordering. Hereis an example. When you go to a largebookshop to purchase a textbook, theitem is passed over a scanner (thesection with the bar code facing thescanner). The computer reads thedescription and price of the item andautomatically deducts the total from thestock figure.

STOCK LEVELSm MINIMUM LEVELThe minimum stock level is the point

at which there is just enough stock totake care of the normal demand until thenew stock is delivered. The storeroom

supervisor establishes the minimumlevels for all items.

TThhee mmiinniimmuumm ssttoocckk lleevveell iissddeetteerrmmiinneedd bbyy::

m The delivery periodm The amount and frequency with which an item is used

Can you say what the storeroom clerkdoes on noticing that the minimum stocklevel is approaching? A minimum stocklevel for each item is fixed at a level,which allows for the item to be reorderedbefore it runs out.

m MAXIMUM LEVELThe maximum stock figure is the

largest quantity of stock. The purchasingstaff should be able to decide upon theamount of goods to be ordered.However, if the stocks are too high forthe needs of the firm, then the rate ofturnover would be lowered and theprofits reduced. Of course, if stocks areperishable they will deteriorate.

That is all for this week. Continue torevise.Hyacinth Tugman teaches at Glenmuir HighSchool. Send questions and comments to kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

Stock controlDigicels sponsorship manager, Paula Pinnock-McLeod, presents Denbigh High Schools Jovan Benjamin (third left) with the ISSA/Digicel all-island netball championship trophyduring the awards ceremony at the Terra Nova All Suite Hotel recently, while other members of the team share in the occasion.


yl:geography

17

MMAARRJJOORRIIEE HHEENNRRYYContributor

IN THE last two lessons, I shared with you some information on how to decode a question. Those of youwho are probably now doing internal examinations, I encouraged you to put this into practice in theseexaminations. I hope you did, are doing or will do just that. Understanding the question is the key towriting a good answer.

This week, I will begin to discuss the remainder of the question paper that was given in the lastexamination in May 2010. You may recall that I have already discussed Section A which comprises questionone, the only compulsory question. Section B is on natural systems. Here, you are given a total of threequestions numbered two, three and four. You are to select only one from this section. Here is question two.

Examquestions

(b)(i) With the aid of diagram, describe the main features of the trellis drainage pattern. ((44 mmaarrkkss))

(ii) Describe two ways in which rivers transport their load. ((44 mmaarrkkss))

(c)(i) Explain how volcanoes are formed at convergent plate boundaries. ((66 mmaarrkkss))

(ii) Account for the formation of fold mountains at:a) Collision zones ((33 mmaarrkkss))b) Subduction zones ((33 mmaarrkkss))

((IInncclluuddee eexxaammpplleess iinn yyoouurr aannsswweerr..)) TToottaall 2244 mmaarrkkss

Observe, first of all, that the question is divided into sections and sub-sections. Write your responsesusing the same format. It is not continuous writing as in the case of an essay in English A.

By now, you should have your own copy of the geography syllabus. Try and identify the specificobjectives that are being tested in this question. These are as follows:

4. Explain the formation and distribution of volcanoes, earthquakes and fold mountains.

11. Describe river and wave processes.

13. Describe trellis, radial and dendritic drainage patterns.

For part (a) of the question, you have been given two maps from which you must deduct your answers tothe four short questions given below the map. You may recall that I had indicated in an earlier lesson thatpractical skills; that is, profile one, are tested in each question. This is one of the ways. In subsequentquestions you will be exposed to other methods including, tables, graphs, sketches and diagrams. These areall referred to as stimulus materials, and in each case, you are instructed to study or look at what is given tofind all the information you need to answer the question.

To practise what was shared on decoding a question, pause for a while and identify the key verbs in theentire question. These are:

Part (a) - name and state

Part (b) - describe

Part (c) - explain and account for

Review what each is asking of you by referring to the definitions of them.

Let us now look at the maps and find the answers for part (a).

(i) The continent with no active volcanoes is Australia. (Refer to figure 2)

(ii) There are 12 active volcanoes in South America. (Refer to figure 2 and simply count the number of volcanoes shown.)

(iii) One difference between the distribution of volcanoes in North America and Africa is that in North America they are concentrated along the west coast while, in Africa, they are found in the east and central (middle) areas of the continent.

(iv) The distribution of volcanoes is related to plate boundaries as the volcanoes are located close to or on the plate boundaries.

The discussion on the question continues in the next lesson.

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


yl:biologyMMOONNAACCIIAA WWIILLLLIIAAMMSSContributor

THIS WEEK, we will look at an essay-type question which was seton the study that we have just completed. I hope you have readover the information given in the lessons and are now ready totest the knowledge you have gained.

QUESTION(a)(i) Identify, with the aid of diagrams, the main stages in the life history of a named insect vector of disease.

(ii) Explain how each stage in the life history of the insect you identified at (a)(i) might be controlled to keep the vector population in check.

(b)(i) Some sexually transmitted infections are caused by viruses and have been found to be without cures. Explain why viral infections are usually very difficult, if not impossible, to cure.

(ii) Apart from the nature of the AIDS virus, what other factors make the control of this disease very difficult.

Let us look at (a)(i). What do you need to do to answer this questionor any other question? You need first to read the question carefully.This is one thing that students do not normally do! Read the questioncarefully and make sure you understand what it is asking before youattempt to answer it.

This question is asking you to identify the main stages of the lifehistory of an insect vector. It means, therefore, that you would need tofirst identify an insect vector. The insect vector that we studied was themosquito but you could have also studied the housefly and either ofthem could be used.

Notice, also, that the question states with the aid of diagrams.This means that any answer produced without the appropriatediagrams will not get full marks. You need to remind yourself thatbeing asked to identify the stages of the life history means that you areexpected to name and draw the different stages that the insect goesthrough as it develops from an egg to an adult. Remind yourself ofwhat these are now: the egg; the larva; the pupa and the imago oradult.

Notice the drawing of the adult insect. The body is divided into threeparts: head, thorax and abdomen, and it has wings. It may not beperfect, but it can clearly be identified as an insect. One of theimportant things to remember is that both the larva and the pupa areair breathers and that the drawings should indicate this.

(a)(i) To answer this part of the question you need to go back toyour notes. Notice that the question states each stage: egg, larva, pupaand imago/adult. Let us now look at points that we could include.

EGGThe mosquitos eggs are laid in stagnant water. Did you remember

this fact? This means, then, that anything that is going to be donemust involve the elimination of stagnant water. Possible answers:

m Getting rid of objects that might collect water when it rains, including old tyres; flower pots with saucers; old cans and any other abandoned object that can hold water, or putting holes in these so that water will drain from them.m Changing water in vases regularly.m Draining containers that might collect water regularly.m Putting fish in tanks.

LARVAThe larvae of the mosquito hatch out and live in water. This means

that the control methods used to prevent the laying of the eggs canalso be used to prevent the hatching out of the larvae. Additionally, thelarvae are air breathers so covering the water surfaces with oil willprevent the larvae from getting oxygen so they will die. It will alsoreduce the surface tension of the water so the larvae and the pupaecannot remain suspended.

PUPAThe same applies for the pupae.

IMAGO/ADULTThe adult is terrestrial, therefore, different means have to be utilised.

Possible answers:

m Spraying insecticide to kill existing adults.m Removing the habitats of the adults such as thick grass.m Fogging communities with insecticide to kill adults.

(b)(i) Do not be fooled by the introductory sentence for thisquestion. The question is about viruses and not about sexuallytransmitted diseases. What do you know about viruses? You willprobably need to draw on your information bank for material. Let uspool our knowledge. Viruses are:

m Not quite living; they do not have all the organelles that go to make up living cells.m Particles with DNA and RNA but these are enclosed in a protective protein coat.m Invaders of all living organisms.m Particles that become alive after invading living organisms.m Particles that have the ability to remain dormant in the organism for extended periods.Knowing the above, how can we phrase an answer? The following is

an example of how we could do this.

Viruses are non-cellular particles that invade ling cells, causingserious infections. They use the cells organelles to multiply,increasing in number rapidly. Attempts to destroy them could lead toproblems for the organism. The fact that viruses can lay dormantwithin the organism for an extended period means that the infectedorganism may not be aware of their presence and would, therefore, notbe able to build a defence against them. Many viruses are able tomutate rapidly and, because of this, it is difficult or almost impossibleto develop vaccines for the diseases they cause.

(b)(ii) This section of the question deals with factors other than those mentioned above. Here is a possible answer.

AIDS is a sexually transmitted disease and, as such, the spread ofthe disease is governed, to a great extent, by human behaviour. Theseinclude having unprotected sex, having multiple partners andprostitution. There is also the fact that many countries do not educatetheir populace about the disease. The disease is caused by a virus thatcan remain dormant for years, even while the individual is infective.This means that infected individuals can pass on the infection withouteven knowing that they, themselves, are infected. Treatment of thedisease is costly and complex.

I hope the above shows you that surface knowledge of topics willnot get you the grade one you so passionately desire. Have fun thisweek and see you again next week.

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

Healthand

disease

(part 4)

Stacey Manick-Sing (left), customer service and administration manager, Jamaica Automobile Association (JAA), ispleased to see Moby, the road safety mascot, give Hope McNish her prize for being the first customer to be servicedat the recent JAA auto clinic, held at the associations Central Avenue office.


yl:principles of business

19

YYVVOONNNNEE HHAARRVVEEYYContributor

HELLO, THERE, students! This week, we willlook at the value of teamwork in anorganisation. At the end of the lesson, you should

be able to evaluate the role of teamwork in the

success of an organisation. This topic will involve

definition, advantages and disadvantages of

teamwork.

DEFINITION AND EXPLANATIONTeamwork refers to a technique where people in

an organisation come together as a group to pool

ideas and to cooperate in order to accomplish

certain tasks. It is often referred to as group

integration or cooperation. Teamwork is important if

an organisation is to be run efficiently. Managers

should, therefore, encourage teamwork among

workers.

Teams can either be formal or informal.

FORMAL Groups or teams that are normally created for a

special purpose, for example a board of directors or

a department within a firm. It has a formal structure,

a specific objective and an appointed leader.

INFORMAL Groups or teams that come together voluntarily.

The purpose of the group is not usually defined

specifically. There are no set rules although there

may be an objective, such as to raise funds for

charities. These groups do not directly achieve the

objectives of the business. They are normally

formed to achieve objectives that formal groups

cannot achieve. The leader is most often chosen by

the members of the group. An example of an

informal team is a music group.

FACTORS AFFECTING GROUP FORMATION

Teamwork is often adopted when a major project

is to be completed. Most teams in a business are

formal. Management selects the relevant persons

and assigns the tasks. Persons in the team can be

selected or grouped according to the following:

AGEThis is where all persons of the same age group

would be put together.

COMMON INTERESTS The objectives of each member of the group

would be the same and in a business the goalsshould ideally coincide with the goals of thebusiness.

SKILLS OR TALENTS The manager may find it useful to have all the

persons in a group with the same ability or aptitude.

SEX Here, the team may consist of all females or all

males.

COMMON GOALS These goals should be in line with the goals of

the organisation.

BACKGROUND, UPBRINGING OR RACE A group can be easily formed where persons

exhibit similar social factors.

Where no special factor is used to place personsin a group, the group members are said to berandomly chosen. Now, for some of the advantagesof teamwork.

ADVANTAGES OF TEAMWORK

1. The organisation may benefit from theexpertise of specialists who may be a part of agroup.

2. The morale of the group members will improveand, ultimately, this will result in increasedproduction and profits.

3. Managerial workload is made easier, if notreduced.4. Team members get a chance to air their views.This often results in their putting forwardcreative ideas that will benefit the organisation.

5. Team spirit is promoted, therefore, employeeturnover will be less.6. Output increases and, in the end, profits willincrease.7. There is continuity in the carrying out ofprojects. For example, if a member leaves theteam, the project can be continued by the otherteam members.

DISADVANTAGES OF TEAMWORK

1. It takes a lot of time to make decisions andcomplete tasks.2. Disagreement often holds up the productionprocess.3. Team problems can lead to failure andeventually loss of earnings.4. The bulk of the work often falls on a fewenthusiastic members of the team. Lazymembers, who contribute little or nothing, end upearning praise or other reward given to the entireteam.

5. The negative attitude of some team memberscan filter down through the entire team.6. It may be difficult to find common meetingtimes. This may affect the efficiency of the team.

Well, friends, thats it for this week. Try to keepsafe until we meet again. Remember to do somestudying, as consistent studying is key. Do not waituntil the last minute.

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

The value of teamwork

Dr Alfred Sangster presents the Female Student Athlete of the Year Award to ChristineDay during the University of Technology, Jamaicas annual Sports Award Ceremony, heldat the Alfred Sangster Auditorium, Old Hope Road, on Thursday, February 10.

YOUTHLINK MAGAZINE | 20 FEBRUARY 22-, 2011

yl:history

DDEEBBBBIIOONN HHYYMMAANNContributor

HI, GUYS. Last week, we culminated our serieson immigration. Below is a revision activityassessing what you have learnt! Check nextweeks article to confirm your responses.

CHOOSE THE CORRECT ANSWER1. Most Madeiran immigrants went to:a) Jamaica b) Trinidadc) British Guiana d) St Kitts

2. The African immigration scheme ended because:a) Sugar production began on a big scale in Africab) There were already many blacks in the British Caribbeanc) The Africans suspected a re-introduction of slaveryd) The population of Africa was declining fast

3. The majority of liberated Africans in the British Caribbean were:a) Recruits from Sierra Leone or the Kru Coastb) Africans escaping slavery in the USAc) Slaves captured by the British Navy shipsd) Recent migrants from the Spanish territories

4. Which of the following groups supplied the largest number of immigrant workers for the British Caribbean in the post-emancipation period?a) Indians b) Chinesec) Africans d) Madeirans

5. Which of the following groups of colonies experienced an acute labour shortage?a) British Guiana, Trinidad, Barbadosb) Barbados, St Kitts, British Guianac) Antigua, Jamaica, Trinidadd) Trinidad, Jamaica, British Guiana

6. Which of the following factors accounted for East Indian migration to the British Caribbean?i) Famine in Indiaii) The lure of higher wages in the British Caribbeaniii) Promise of non-agricultural positionsiv) Discovery of gold in the British Caribbean

a) ii only b) i, ii, iiic) i, ii, iv d) i, iii

7. Which of the following best explains why planters in the British Caribbean preferred East Indian immigrants?i) The Indians proved to be hard-workingii) The Indians were accustomed to tropical

agricultureiii) The Indians were easily recruitediv) The Indians were willing to re-indenture

a) i, ii b) iii, ivc)i, ii, iii, iv d) i, ii, iv

8. The number of East Indian Immigrants to the British Caribbean by 1917

Territory A Territory B Territory C33, 000 134, 000 239, 000

The figures above refer, respectively, to:a) Jamaica, Trinidad, British Guianab) Trinidad, British Guiana, Barbadosc) Trinidad, Barbados, St Vincentd) Jamaica, St Kitts, British Guiana

9. On the estate, Indian labour:a) Helped technological improvementsb) Discouraged the introduction of machinesc) Encouraged alternative export cropsd) Encouraged the introduction of machines

10. The massive immigration in the Caribbean during the 19th century by-passed Barbados because the island had:a) A high birth rateb) Possessed labour surplusc) Refused a government subsidyd) Abandoned sugar production

11. Which of the following reasons best explains why the Jamaican government received fewer immigrants than either Trinidad or British Guiana?a) Jamaica did not have a labour shortageb) The Jamaican government was reluctant to finance immigration schemesc) The Indians were disappointed with the conditions of serviced) The Jamaican government feared an increase in the non-white population

12. Which of the following benefits did immigration bring to the British Caribbean?i) Agriculture was diversifiedii) The sugar industry was saved from collapsingiii) The development of rural areasiv) Expansion of social services

a) i, ii b) iii, ivc) ii, iii, iv d) i, ii, iii, iv

Debbion Hyman teaches at St Hughs High School. Sendquestions and comments to kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

Immigrationtest

yl:english literature

From left: Sixteen-year-old Dwight Phoenix with his classmates Regina Bell, ShanquieRobinson, Oshane Roberts and Samantha Thompson. The group assisted him ingarnering funds to pay for the nine subjects he sat in the 2010 Caribbean SecondaryEducation Certificate Examinations. He obtained seven distinctions and two credits.

BBEERRYYLL CCLLAARRKKEEContributor

The student of the play FFeenncceess, like the readerof any play, is first of all presented with somestage directions. To these you must payattention for thereby we are given valuableinformation. Here we learn that the action of the playbegins in the year 1957 and this provides us withthe historical context. We can add to ourunderstanding by reading about race relations in theUSA in and around that year.

The two characters that are in this openingsection of scene one are introduced and described.They are the major character Troy Maxson and hislongstanding friend Jim Bono. In addition, we findout about Maxsons age, his size and how it affectshis life, his honesty, strength and capacity for hardwork. Bono, we are told, admires him and we areinformed that Maxson is the stronger one or theleader in this relationship. Of Bono we make thefollowing discoveries: he is usually talkative andcan be vulgar.

It is a Friday evening, pay day, and the men aretogether, as is their custom, talking as they enterMaxsons yard where they will continue to converseand drink. It is in the last sentence that we hear howthey are dressed and of the job that they do.

Let us stop here for a little while and think abouttwo points raised so far.

1. 1957 was during the period whensegregation was not only widely practised inthe United States, it was still legal in many

states. The year, however, is particularly significantbecause of the conflict which erupted when anattempt was made in Little Rock, Arkansas, to enrollsome black students in the formerly all-white LittleRock High School.

The black characters in FFeenncceess are all consciousof the race barriers that keep them in their places;that keep them down and keep them from achievingtheir true potential. Now, when you consider thatMaxson tries to come to terms with his size andblackness, you cannot ignore the fact that beingconfined to a particular position because of his racewould have disturbed him terribly.

2. The above causes us to contemplateMaxsons reaction to his job as a garbagecollector. Do you think he would have beencontent? The stage directions seem to point to acontradiction between the person he is and therole/job he has. In this, we, as readers, should beprepared for any attempt to break out of the mouldthat has been created for him, and for any bitternessthat he feels.

The dialogue onstage starts with a conversationalready in progress between the two friends. Bonoexpresses disbelief in an incident that Maxson isrecounting. As the banter goes on, we learn about apossible problem developing for Troy on his job. Hehas asked a question and consequently has beentold to attend a meeting at the commissionersoffice. This has at least one of his co-workers -another black - Brownie by name - worried aboutthem losing their jobs.

Fences (part 2)

PLEASE SEE FENCES, PAGE 22


yl:chemistry

21

FFRRAANNCCIINNEE TTAAYYLLOORR--CCAAMMPPBBEELLLLContributor

MAIN POINTSm The formula of a compound shows how many atoms of each element are present in a molecule or formula unit.m The empirical formula is the simplest formula, which represents the composition of the compound.m The actual formula is called the molecular formula. It is generally a multiple of the empirical formula and is calculated from the molar mass.

PERCENTAGE COMPOSITION1. Calculate the Mr for the compound, for example ammonium phosphate (NH4)3PO4Mr = (14 + (4*1))*3 + 31 + (4*16) = 149 1 mole = 149g

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

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

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

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

The empirical formula of glucose is CH2O and is the whole numberratio of the elements in this compound.

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

NOTE: Number of moles = Mass (g)

Molar mass (g/mol)Calculate the empirical formula of the compounds with the

following percentage composition.(i) 34.5% Fe, 65.5% Cl

METHOD EElleemmeennttss IIrroonn ((FFee)) CChhlloorriinnee ((CCll))Percentage by mass 34.5% 65.5%

Mass of element in 100g of the compound 34.5g 65.5g

Relative atomic mass 56 35.5

Number of moles of element 34.5/56 65.5/35.5= 0.616 = 1.85

Ratio of moles 0.616/0.616 1.85/0.616= 1 = 3

EEmmppiirriiccaall ffoorrmmuullaa == FFeeCCll33

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

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

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

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

= 1 = 2EEmmppiirriiccaall ffoorrmmuullaa == CCaaCCll22

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

Method 1: 85.7% C 14.3% H Mass in 100g 85.7g 14.3g No. of moles 85.7/12 14.3/1

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

14n = 56 & n = 4Formula = (CH2)4 = C4H8

Method 2: Mass of carbon = 85.7% * 56 = 48gMass of hydrogen = 14.3%*56 = 8g1 atom of carbon = 12g1atom of hydrogen = 1g# of carbon atoms = 48/12 = 4# of hydrogen atoms = 8/1 = 8Molecular formula = C4H8

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

Chemical formulae andequations

Prefects (from left) Shamarla Blagrove, Joddena Kerr, Alexander Shaw, Chevannese Stewart and Julian Patterson runthings at their school.

c. Use the financial statements for S. Charles Ltd tocalculate the following profitability andfinancial ratios. Show workings.

1. Gross profit margin2. Net profit margin3. Return on capital invested4. Current ratio5. Acid test ratio6. Stock turnover

d. Explain briefly what each of the following indicates about a business:i. A good current ratioii. A bad current ratio

The solution will bepublished next week, sobe sure to visit withus again. Seeyou then.

Roxanne Wrightteaches at ImmaculateAcademy. Send questionsand comments to kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm


yl:principles of accounts

RROOXXAANNNNEE WWRRIIGGHHTTContributor

Below is the solution to last weeks homework alert. Compare your answer with mine and make theadjustments where necessary. Follow the principles applied and try to remember them.REASONING:

[>1]Gross profit is 40% of sales turnover, therefore, use sales turnover as the base, that is, 100%, cost of

goods sold would be 60% on sales turnover.

SOLUTION:Formula a. Years sales turnover = Sales - sales returnsb. Gross profit = 40% x Sales Turnoverc. Cost of goods sold = 60% x Sales turnover

ORCost of goods sold = sales - gross profit

d. Net profit = 25% x sales turnovere. The expenses of running the business is charged to the profit and loss account, that is, gross profit - net profit

WORKED EXAMPLEBrown Brown Ltd issued 80,000 ordinary shares at $3 each; 40,000 8% preference shares at $10 each; and $300,000 12% debentures. These were all subscribed and fully paid up on March 15, 2009.a. Prepare an opening classified balance sheet for the Brown Brown Ltd as at March 15, 2009. Show the workings for cash or bank amount.

b. A summary of the financial statements of S. Charles Ltd is presented below.

S. Charles Ltd.Trading and Profit and Loss Account for year ended April 30, 2010

$ $Sales 70 000Opening inventory 5 000Add Purchases 53 500

58 500Less closing inventory 6 000 52 500Gross profit 17 500Expenses 7 100Net profit 10 400

S. Charles LtdBalance Sheet as at April 30, 2010

$ $Fixed assets 1 050Current Assets:Inventory 6 000Debtors 6 900Bank 2 000

14 900Current LiabilitiesCreditors 550 14 350

15 400Capital 10 000Add net profit 10 400

20 400Less Drawings 5 000

15 400

Interpretation offinal accounts

The question he had asked Mr Rand, a white supervisor, is: Why? Why you got the white men drivingand the colored lifting? Whats the matter, dont I count? You think only white fellows got sense to drive atruck. That aint no paper job! Hell, anybody can drive a truck. How come you have all whites driving and thecoloured lifting?

We can now see a direct link between the stage direction that was drawn to your attention earlier, and hisaction in raising a potentially dangerous issue. It is obvious that he feels confident that he has not doneanything wrong and that he is entitled to raise his concern. Here, too, we have evidence of their comradeshipas Bono stands up for his friend.

It is Bono who changes the topic to one that reveals their interest in a woman named Alberta. Both of themseem to be interested in having a relationship with her, as does Brownie. We have not yet met their wives, donot even know if they have partners, and would not, therefore, find their interest remarkable. Do take note ofthe fact that their speech, as they discuss this woman, changes, and becomes somewhat earthy.

Can you think of a reason why this person is mentioned in the play at this point? Hold on to your ideasregarding this question for now. As you are aware, we will have to continue examining this scene. Walk talland God bless!

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

fencesCONTINUED FROM 20

csec study guide - february 22, 2011

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