Jamaican songbird Tessanne Chin (centre) is surrounded by love
Transcription
Jamaican songbird Tessanne Chin (centre) is surrounded by love
CONTRIBUTED Jamaican songbird Tessanne Chin (centre) is surrounded by love from Digicel during a courtesy call to the telecommunications company’s Kingston headquarters. In the circle are (left) Annalise Harewood, recharge head; Shaun Birch, senior social media marketing executive;Tahnida Nunes, sponsorship manager; Monique McLeod, marketing communications executive; and Ayesha Dawes, social media marketing executive. During her visit, as a token of support, Tessanne was presented with phones for herself, and her management team.They will also use Digicel’s roaming package during her visits to the United States to take part in the US talent show,‘The Voice’. YOUTHLINK MAGAZINE | OCTOBER 8-14, 2013 11 yl:english language Let there be agreement! NATASHA THOMAS-FRANCIS Our team has lost every game this year. Contributor HELLO, ALL. I’m sure that by now you have had enough time to get settled into your fifthform year (those of you still in school) and are well aware of what is expected of you as you embark on your CXC journey. Last week, we started our lesson on subject-verb agreement; you were given three rules. Have you been applying them to your writing and speech? This week, I wish to continue that lesson with some other rules. Sometimes when the members are seen as functioning independently, these collective nouns may be plural. My family have great fortunes. (members of my family) The committee lead very different lives. (members of the committee) 4. When the verb comes before the subject, as in ‘there’ or ‘here’ sentences, it agrees with the subject that immediately follows the verb. Some collective nouns in this group are: family, team, crew, class, government, committee There is a box on the top of my desk. Make two sentences of your own using these collective nouns. There are many flowers in Mrs Brown’s front garden. 11. Some nouns have the same singular and plural form. They take the singular or plural verb depending on the meaning. There are two red toy trucks and an old doll in the box. There goes the new boy from next door. This species of monkeys lives only in Africa. 5. Subjects joined by and take a plural verb (except for in the case of rule number 2). My uncle and aunt reside in London. Both the young child and his mother were frightened by the fire. 6. Several, many, both, few are plural words and take a plural verb. Both are happy with the grades they received. RICARDO MAKYN/STAFF PHOTOGRAPHER Tivoli Gardens player Keammar Daley skips a challenge from Ranike Anderson of Arnette Gardens in their Premier League match at the Edward Seaga Sports Complex on Sunday, September 29. Where are my scissors? On the other hand, some nouns look plural with – s but they take a singular verb. For example, physics, mathematics, news, politics, statistics, ethics, measles, mumps. Many were repelled by the sight of the dead dog in the road. Mathematics is seen as very difficult for many students. Few students have failed their exams. Statistics requires complicated methods. 7. Some nouns are always plural and always take a plural verb. Trousers, pants, shorts, briefs, jeans Glasses, sunglasses Scissors, pliers, tweezers 8. Some words such as none, any, all, more, most, some, majority, half, may take either singular or plural verbs, depending on the meaning. My pants are old. 12 Either the man or his wife knows the way to the restaurant. 9. When subjects are joined by words such as Some nouns in this group are: species, series, deer, fish, sheep. Can you think of any other sentence you could form using these kinds of nouns? Either the man or his friends know the answer. 12. Expressions stating amount of time, money, weight, volume are plural in form but take a singular verb as in: Either the children or the man knows the answer to the problem. Two months is a long time. In the first and third sentences, the subject closer to the verb is singular (his wife and the man, respectively) so the verb is singular (knows). In the second sentence, the subject closer to the verb is plural (his friends) so the verb is plural (know). All the money has been stolen. All of the students know the rules. Last year shorts were in fashion. neither, either, not only, the verb must agree with the closer subject. There are many species of monkeys. 10. Collective nouns are usually singular when regarded as a unit. My family lives in Manchester. YOUTHLINK MAGAZINE | OCTOBER 8-14, 2013 One hundred thousand dollars is a lot of money to squander. I hope you were able to understand these rules. Practise using them in your speech and writing. In next week’s lesson, you will do some activities which will allow you to apply them. Until then, God bless! Natasha Thomas-Francis teaches at Glenmuir High School. Send questions and comments to [email protected] yl:english literature The Day the World almost Came to an End BERYL CLARKE Contributor THIS WEEK we will begin discussing The Day the World almost Came to an End. This, too, is a short story and if you have not yet read it, you are in for a treat. The Pearl Crayton narrative (like The Man of the House) is told by a child – in this case a 12-year-old girl. The story revolves around the church and the hold that it has on its followers. Our storyteller is a member of a Christian family but openly declares that she is a sinner, she is someone who finds sinning ‘delicious’. The writer is female and American, whereas the writer of The Man of the House is male and Irish. Pearl Crayton is black and the setting of her story reflects this. When I read it several years ago, I was reminded of an incident about which my grandmother had told me. It was about the reaction of someone she knew very well, who had run screaming ‘judgement a come, judgement a come’ through her community when an early airplane had flown overhead. The similarity of response is clearly based on Christian teaching about the end of the world. Before we continue, there a few questions I would like you to answer. Is the speaker describing something that has happened or something that is happening? How do we know this? What is the relationship between the church and its members? What does Rena mean when she tells her cousin to ‘get some religion’? What convinces the speaker that the world was coming to an end? What do we learn about those persons who interpreted the occurrence of an eclipse as the end of the world? What is Daddy’s role in this story? Our story is set on a plantation. The families who live there were probably the descendants of those who had worked as slaves on a cotton plantation. As in the Caribbean, the church would have played an integral part in the people’s lives. The description we get here shows that the church had a strong hold on its members, directing their lives, being mother, teacher and chastiser. Do you recognise from this just how strongly the church could control them? It does appear that our narrator is something of a rebel who knows that she is not conforming to the religious teachings Black River High School’s Odari Phillips (second right) looks on as students from upper sixth form solve a problem. but is determined to hold out. She is aware that she is in a precarious position but hopes to get away with it for a very long time. The fear that the church has tried to instill in her has not been enough for her to give up enjoying sin but, as we will see, it has laid the groundwork. In order to give you some time to read this tale, if you have not had the fun of doing that yet, and also to give you time to answer the questions above, we are going to turn our attention to something else. Each year, I like to share what follows below with you. You will be given the rest in another lesson. This, I hope, will help you to write good essays. COMMENT: This means that you should give a judgement or opinion about something. You could be asked to comment on the importance of dreams in Shakespeare’s A Midsummer Night’s Dream. COMPARE: Tells you to examine (look closely at) or judge one thing against another to show how they are the same or how they are different. For instance, you may be asked to choose TWO books and compare how a major character in EACH is affected by his upbringing. CONSIDER: This advises you to think about a situation carefully; that is, to examine all the facts of a situation before coming to conclusions. YOUTHLINK MAGAZINE | OCTOBER 8-14, 2013 CONTRAST: Here the question requires that you examine or judge two people or things in such a way that their differences are made clear. DESCRIBE: Wants you to say what someone or something is like. You would explain and give illustrations. For example, describe the opening scene of the play. This would demand that you say what the setting is, what is on the stage, how the characters dress, how they relate to each other, what is their physical appearance, and so on. DISCUSS: This is to talk or write about details of something with someone else; that is, to share your ideas about something/anything in an organised manner. A question such as ‘Discuss what these difficulties reveal about the characters involved in the relationship’ requires you to align the action/reaction of the one facing the difficulty with the difficulty in order to see whether the person panics or deals calmly with the situation. This is how you can decide on the person’s character. Have a great week, and God bless! Beryl Clarke is an independent contributor. Send questions and comments to [email protected] 13 yl:principles of business Organisational structure of business: the sole trader YVONNE HARVEY 7. All profits belong to him as the sole owner. Contributor 8. Many sole traders are assisted by family members and paid employees who are few in number. IT’S GOOD to be with you all again. I will begin by stating the specific or learning objectives for this unit. As candidates you should be able to: 9. Sole traders often have to work long hours, rarely taking breaks or vacations. 1. Identify and state the characteristics of various forms of organisational units. 10. Lack of continuity, meaning that if he dies the business is likely to come to its end. 2. List and discuss the relative advantages and disadvantages of different forms of organisations. 11. The sole trader may do business under his own name. If he uses any other name, it must be registered with the Registrar of Business Names. 3. Identify regulatory practices instituted by governments for the setting up of various forms of business enterprises. 12. Capital is normally raised from personal savings, inheritances and loans from family members and close friends. 4. List and explain the major functional areas in business. 5. Identify and interpret formal and informal relationships existing among employees of an organisation. LEGAL ASPECTS 6. Construct and interpret organisational charts. There are virtually no legal formalities for this type of business. However, depending on the type of business, a permit or a licence may be required. 7. State the effects of growth on the organisational structure. 8. * State the nature and role of a management information System (MIS). 9. * Discuss the benefits of MIS in a business. *For general proficiency only There are TWO sectors in a mixed economy: the private sector and the public sector. The main forms of organisational units vary from small to large businesses and fall under the TWO sectors as follows: PRIVATE SECTOR PUBLIC SECTOR sole trader state corporations partnerships nationalized industries companies (private and public) government departments co-operatives local and municipal authorities We will now begin looking at these forms of businesses starting with the sole trader. THE SOLE TRADER The sole trader is the simplest, most common and oldest form of business where only one owner exists. This type of business is also known as the sole-proprietor business. 14 The business and its owner are inseparable. JERMAINE BARNABY/PHOTOGRAPHER St Jago’s Matthew Fisher (left) is challenged for the ball by Excelsior’s Christopher Thorpe during return-leg action in the ISSA/LIME Manning Cup football action at the Courtney Walsh Oval on Saturday, September 28. Examples include retailers, restaurant owners, barbers, taxi drivers, dressmakers, etc. CHARACTERISTICS OF THE SOLE TRADER 1. The owner and the business are one and the same, they are not separate entities. 2. They are mostly small businesses that are established with very little capital. 3. Sole-trader businesses are easy to establish as there are very few legal requirements. 4. This type of business is usually financed by the owner. 5. The owner makes all the decisions and manages the business himself. 6. The owner bears all the risks and has unlimited liability. Unlimited liability means that his liability in the business is not limited to his investment in it but may involve him having to sell his personal belongings to help out the business. YOUTHLINK MAGAZINE | OCTOBER 8-14, 2013 ADVANTAGES OF THE SOLE TRADER 1. The business is simple and easy to start. 2. Decision making is quick and easy. 3. There is close, personal contact with employees and customers. 4. Flexibility of the business in its opening hours and in what is produced and sold. 5. Profits do not have to be shared. 6. Longer opening hours benefit customers. 7. Businesses of this type are usually easy to manage. Although there are many advantages of this type of business, there are quite a number of disadvantages. It would be good for you to do some research and see what disadvantages of the sole trader you can come up with. Next week, I will begin the lesson by listing them for you and then proceed to look at partnerships. Take care until then. Yvonne Harvey teaches at Glenmuir High School. Send questions and comments to [email protected] yl:office administration The office(cont’d) word-processing HYACINTH TUGMAN Ergonomics is the science of designing the job, equipment and workplace to fit the worker. Proper ergonomics design is necessary to prevent – Contributor DISADVANTAGE OF DECENTRALISATION THE SIZE of the organisation does impact on the nature of the duties and responsibilities an employee is given. For example, in a large organisation an employee’s task will be more specialised and specific to the department in which he/she works. In small organisations, however, employees’ duties and responsibilities will be more extensive and varied. For example, a receptionist may perform multiple tasks such as receiving and distributing mail, being in charge of accounts payable and receivable and even cleaning up the office. Can create duplication of equipment and labour; these can lead to a strain on the company’s resources (human and equipment). Centralisation: refers to an arrangement whereby office services which are used by all department or sections, for example computing, filing, mail handling and reprographics data processing, are organised at some central point, usually under the direction of a supervisor or manager. write letters and messages ADVANTAGE OF CENTRALISATION Better control over quality of work. Greater focus on standardisation of work. Untrained personnel can cause equipment to break down due to improper use; this can lead to the loss of productivity. USE OF COMPUTER/SOFTWARE IN BUSINESSES spreadsheet ERGONOMICS Repetitive strain injuries which can develop over time and can lead to long-term disability. Carpal tunnel syndrome. Back injury. Office workers use computers to perform many tasks: TYPES OF OFFICE EQUIPMENT send and receive emails Computer - Some of the many tasks performed by the computer have already been mentioned above. access saved data Guillotine - Used to cut paper to precise specifications. share the use of relevant files make calculations using spreadsheet Staff become more specialised and skilled in carrying their job functions. Computer software is the non-physical or intangible part of a computer system which tells the hardware parts what to do, such as the CPU, monitor, and keyboard. Equipment kept at one place instead of being spread around the building. Software is divided into two main groups - System software and application software. Shredder - Shreds documents that may compromise the company’s security or privacy. Risograph - Copies documents on a large scale where hundred or thousands of copies of the same document is desired. Fax machine - Receives and sends information electronically. Administration control can be more effective. System software consists of operating software and utility programs. Next week I will complete the last section of this unit. Your assignment is to identify other office equipment, give their function and name some operating software. DISADVANTAGE OF CENTRALISATION Application software is known as productivity software. They are designed to perform specific tasks such as: Hyacinth Tugman teaches at Glenmuir High School. Send questions and comments to [email protected] Noisy machinery is located in one place. Time is wasted when staff has to leave department and wait to be served in centralised office. Rupert Green, overall male champion of the Race for Hope 5K run, is elated to receive a Huawei Y210 Smartphone from LIME’s Corporate Communications Manager Elon Parkinson (left) on Sunday, September 29, 2013 at Hope Gardens.The race was held to raise funds for the zoo. Sometimes files are being used by other departments and that prevents quick access to needed services; this could result in serious delays. Could prevent other staff member from developing those skills performed in the centralised department, for example staff members in the other departments may not learn to type, file documents or use specialised machinery, etc. Decentralisation: refers to a situation where various office services that support the organisation’s operation are located in each department throughout the company. For example, duplicating equipment, computer and filing facilities can be found in almost every department. Everyone in the department may have access, or just one or two individuals. YOUTHLINK MAGAZINE | OCTOBER 8-14, 2013 15 yl:history Factors motivating European exploration in the 1500s DEBBION HYMAN Contributor AT THE end of the lesson you should be able to outline five factors that motivated Europeans to explore and settle in the Caribbean up to the end of the 17th century. Concepts: Wind systems, technology, trade, religion, national rivalry. WIND SYSTEM AND OCEAN CURRENTS The trade winds were important in European exploration as this was the wind system which would take the Europeans from Europe to the Americas. The currents, specifically the north equatorial current and the south equatorial current (they flowed east to west), were equally important as they took the ships back out of the Caribbean. TECHNOLOGICAL The 15th century witnessed dramatic improvements in navigational technology. This improvement would aid in European exploration. The improvement in navigational technology was aided by the Renaissance – a historical period characterised by immense learning and discovery. This entailed an increase in ideas in science, politics, religion and geography. Europeans had developed remarkably seaworthy ships and had learnt how to build ships large and strong enough to sail in any waters. Their cartographic skills as well improved to the point where Europeans had accurate maps of the known world. Before, sailors had to rely on hand-drawn maps which were usually inaccurate. In addition, they developed new navigational instruments such as the compass and the astrolabe. The compass showed in what direction a ship was moving and the astrolabe used the sun or star to ascertain a ship’s latitude. Other devices included the quadrant, hourglass, sextant, sundial and cross-staff. In addition, there was an improvement in ship designs; bigger ships were built that could carry a larger amount of traded goods. These ships were known as carracks. These new technologies provided the Europeans with the catalyst to undertake exploration. TRADE Another factor influencing European exploration in the 15th century was trade and, by extension, their eventual settlement in the Caribbean. Prior to the arrival of Europeans in the Caribbean, their area of trading focus was the East. European products such as linen cloth, wine, furs and woollen goods were exchanged for jewels, ivory, gold, perfume, cotton, silk, coffee, dye and spices. Merchants, adventurers and government officials were optimistic of finding precious metals and expanding the areas of trade, especially for the spices of the East. Many of these spices were used to preserve meat, as well as to add flavour to food. Arab traders who had a monopoly on the trade route primarily provided these spices. These overland trade routes were quite dangerous since they were plagued by bandits. Caravans that could take very little goods and experienced a long journey also traversed the route. The Portuguese thus sought to achieve a sea route to the East to trade with India and China for these spices. They sought to gain access to the spice trade by sailing eastwards through the Indian Ocean. Later, the Spanish, in an aim to decrease Portugal’s trade in the East, sought to find an alternative trade route to the East. This demonstrated the national rivalry between the various European countries. This desire to find an alternative trade route to the East would witness Christopher Columbus reaching the Caribbean. DESIRE FOR MINERAL WEALTH The Europeans carried out exploration in the hope of finding mineral wealth. In the 15th century, most European countries measured their wealth in the amount of gold and silver (bullion) that they physically held. It was, therefore, in the best interest of each country to secure as much of the world’s bullion as possible. Since this theory held – that one nation could only prosper at the expense of another – voyages of exploration were seen as necessary to find new lands and untapped reserves of bullion before other competing nations could find them. RELIGION Lastly, one other factor influencing European exploration in the 15th century was religion. The Spanish and Portuguese by 1492 had driven the Muslims Moors out of Europe. The Catholic faith was an integral part of European life and, as such, they had a deep desire to spread the faith to ‘pagan’ peoples. Religious zeal was high among the adventurers who went out to explore on behalf of their nation. Debbion Hyman teaches at St Hugh’s High School. Send questions and comments to [email protected] Power of Faith’s goal defence Jossette Wedderburn (left) intercepts a pass intended for Lighthouse’s Keysha Osbourne during the final of the Power of Faith Ministries (PFM) Church Netball League at the PFM Sports Complex recently. Power of Faith defeated Lighthouse Assemblies 30-16 in the final. 16 YOUTHLINK MAGAZINE | OCTOBER 8-14, 2013 yl:geography School-based assessment MESHECH GREEN Contributor IN THIS lesson, I will continue with strategies to best complete the other sections of the SBA; these will include method of data collection. At the same time, I will show you how to integrate well-presented illustrations, as well as how to ensure that the data you present is seen as quality data. Remember that you are going to stay focused on the task at hand to earn as much as possible of the 20% that the SBA values. METHOD OF DATA COLLECTION There are TWO ways of writing your methodology (also referred to as method of data collection) and we shall examine both ways. I should remind you that this section of the SBA values four easy-to-earn marks and here is how you will earn them all. First, let us look at what is required by the syllabus. The profile dimensions of the methodology fall under practical skills and knowledge, valued at two marks each, by stating HOW, WHERE and WHEN the data was collected. This can be written in any order in small paragraphs. You can also write HOW, WHERE and WHEN as subheadings within the methodology. Observations WHEN AND WHERE Sampling (convenient or random). This falls under the KNOWLEDGE profile and values one out of the two marks. All you need to do is state: Secondary sources can be included on a minimal scale in cases where you have to search textbooks, statistics, newspaper articles, government publications, etc, for supplementing the research. The evidence will be seen in the presentation and analysis section. Therefore, to get the two marks, you should write something like this: “Data was collected using a questionnaire (see Appendix 1). Data collected include the number of workers and their proximity to the plant. Random persons were also chosen to participate in the study,” or “To gather data, an observatory study was carried out to obtain the times of arrival of the workers. The data collected is shown in the instrument (see Appendix 1) ...” This data will be presented in various forms of illustration (charts, pictures, graphs, etc) and this is what the examiner looks at as evidence that you had carried out the investigation. HOW Earning the full points for practical skill requires that you provide a clear statement on HOW data was collected. This ‘how’ speaks to getting data from a primary source. Primary sources are simply original data sources from which the candidate designs an instrument, like a questionnaire, to get necessary information. The objective is to collect quality data that will be presented in a quality manner. The candidate should state how the data was collected and refer to the instrument used. Credit is given if the instrument is listed in the appendix. Instruments can be designed as one of the following forms to collect primary data: 1. The TIME of day. 2. The DAY of the month and the MONTH of the year the study was carried out, or the PERIOD (range of times and days in the months of the year). 3. The geographic location (‘address’) of the study area. It will still take the same form as previously mentioned. Easy mark, isn’t it? Of course it is. Here is an example: “On September 24, 2013, at 11:00 a.m. a field study was collected to look at the factors influencing the location of Southern Foods Processors Limited.” By mentioning the geographic location of the study, the student has fulfilled the “WHERE” requirement to earn the additional mark. For the next lesson, we will look at some types of data sources that we can construct to collect data for completion of the SBA. Until then, remember that your fears, your doubts and your insecurities are all lined up like a firing squad, ready to shoot you out of the sky, but don’t lose heart. While they’re not easily defeated, they are far from invincible. Therefore, stay focused at scoring 36/40, minimum. Meshech Green teaches at Glenmuir High School. Send questions and comments to [email protected] Questionnaires and Interviews Surveys YOUTHLINK MAGAZINE | OCTOBER 8-14, 2013 17 yl:biology Studying the environment MONACIA WILLIAMS Contributor HOW WAS your week? Was it good? I hope so. This week, we will continue our study of the environment and look at some more of the pieces of equipment that are used in ecological studies. Remember that we have already looked at some of the ways in which we can capture animals. We will not be capturing any this week, but counting. One of the most-used pieces of equipment is the quadrat. Notice carefully how the word is spelt; do not confuse it with the word quadrant! What is a quadrat? A quadrat is a square of a known area, usually 1m2, made out of wood or metal and string. The wood or metal is used to create the frame and the string is placed at measured intervals on the frame to form individual squares (see Figure 1). It is most commonly used for estimating the density of plant populations, but it can also be used for estimating the density of slow-moving or sessile animals, for example those on the rocks of the seashore. Quadrats are also used to estimate the frequency of organisms as well as percentage cover. In order for the results obtained from the use of the quadrat to be accurate, certain conditions must be met. These include: The size of quadrat to be used. The number of quadrats to be used. The placing or positioning of the quadrats. At this level of your studies, the third point is the most important for you. In order to reduce bias, the placing of the quadrats should be done randomly. In other words, you cannot look for what you are trying to find and then place the quadrat over it to make your numbers look good! Doing this introduces bias and your results will not be scientifically reliable. Bias can be prevented by dividing the area to be studied into squares and using random numbers as coordinates; random numbers can be obtained from random number tables. If random numbers 3, 4 are generated, then walking three squares from one corner in a straight line along the edge and then four squares down into the field would indicate the position to place the quadrat. The density of a particular species can be determined using the methods below. Figure 1 18 Species density: The average number of organisms belonging to a particular species captured in 1m2 found using a 1m2 quadrat. Below is an example of how this is done. E.g. Quadrat throws: 1 2 3 4 5 6 7 8 9 1 Organisms: 12 8 13 9 10 11 7 6 regular intervals along the line and the species within the quadrats are recorded. LINE TRANSECT 4 10 Total number of organisms = 90 Density = 90/10 = 9 per m2 A quadrat can also be used to determine percentage cover. Percentage cover is the area out of one hundred parts that is occupied by the organism. It is used to describe the distribution of organisms whose individual units cannot be easily counted. These include organisms such as grass, lichens and small molluscs on the seashore. It is the proportion of a measured ground area covered by that portion of the organism that is above the ground. ESTIMATING POPULATIONS Figure 2 Not only is it almost impossible to count the total number of individuals in a population, it could also cause unacceptable levels of damage both to the organisms and their habitats. However, this is information that scientists need to know in order to study different populations of organisms; hence, estimates of population numbers have to be made. How is this done? It is done using sampling methods. Let us look now at some of these: TRANSECTS Transects are useful for estimating populations where one type of habitat is changing to another, for example along a shoreline moving from the water on to land. It can also be used to show zonation of species (zonation describes the geographical habitat of a particular species). A transect is a straight line crossing an area recording all the species that actually touch the line as it crosses the area. Alternatively, the line can be marked at regular intervals, for example every 5 to 10m, and the organisms present at these points recorded. The transect can be formed using a rope or a piece of string or a wire; a rope is more commonly used since it is not only flexible but also strong. The line transect can be converted to a belt transect by placing a second line at a measured distance, usually 0.5m2 from the first. All of the species within the two lines are then recorded. The two types of transects can also be used for the placing of quadrats. These are placed at YOUTHLINK MAGAZINE | OCTOBER 8-14, 2013 Figure 3 See you again next week. Take care! Monacia Williams teaches at Glenmuir High School. Send questions and comments to [email protected] yl:chemistry Distinguishing between solute, solvent and solution FRANCINE TAYLOR-CAMPBELL Contributor Solute – The substance that dissolves in a solvent. Solvent – The substance that dissolves the solute. Solution – A uniform mixture formed when a solute dissolves in a solvent. The solution formed can be dilute (contains small amount of solute) or concentrated (contains large amounts of solute). A saturated solution is a very concentrated solution that contains the maximum amount of solute that can be dissolved in it. On cooling a hot saturated solution, crystals of the solute will come out of solution. Solubility – The amount of solute that can dissolve in 100g of water at a specific temperature. WHAT ARE THE FACTORS THAT AFFECT THE SOLUBILITY OF A SOLUTE? The extent of solubility depends on: The temperature of the solution – solubility increases as temperature increases, so more solute will dissolve. Likewise, when temperature is decreased solubility decreases. For example, more sugar will dissolve in hot water than in cold water. The amount of solute added – as more solute is added to a solution, less will dissolve. At some point, no more solute will dissolve and the solution is said to be saturated. The surface area of the solute (crushed or large particles) – smaller particles having a larger surface area will dissolve more quickly than larger ones. SEPARATION OF MIXTURES (CONTINUED) Chromatography – The process used to separate or identify two or more substances from a mixture. This depends on the solubility of the substances in different solvents. For example, to separate the components of ink or pigments in plants. Substances are identified based on the distances moved by the different spots in the particular solvent (example ethanol). Each component has a different Rf value. Solvent front is the furthest distance moved by the solvent. The number of spots indicates the number of components in the mixture. Spots that appear colourless can be sprayed with a visualising or locating agent. Pure substances will only have one spot. FRACTIONAL DISTILLATION OF CRUDE OIL RICARDO MAKYN/STAFF PHOTOGRAPHER Denham Town High School’s Orlando Brown (left) tussles for the ball with Starrdale Harriott of St Catherine High in their Manning Cup encounter at the Edward Seaga Sports Complex on Friday, September 27. YOUTHLINK MAGAZINE | OCTOBER 8-14, 2013 Crude oil consists of a mixture of hydrocarbons with different boiling points. It is a source of fuel with the different fractions or components having different uses. Hydrocarbons are organic compounds containing carbon and oxygen only. Different hydrocarbons are collected at different levels based on their boiling points. Fractions that are more volatile (having lowest boiling point) are collected at the top of the column. Francine Taylor-Campbell teaches at Jamaica College. Send questions and comments to [email protected] 19 yl:mathematics CLEMENT RADCLIFFE Contributor HAVING REVIEWED this topic, let us complete it by checking the answers to last week’s practice exercise. If you are having difficulty, you may check the information presented previously. 1. Calculate the value of 61/2 x 5/3 + 3/4. Solution: 61/2 x 5/3 + 3/4. The first step, of course, is to evaluate the product according to BOMDAS. ... 61/2 x 5/3 = 13/2 x 5/3 = 65/6. Completing 65/6 + 3/4 = 130/12 + 9/12 Converting both to fractions of 12 = 139/12 2. Simplify 31/3 - 15/8 ÷ 11/3 Solution: Using the order indicated by BOMDAS, we evaluate within the brackets by first converting the fractions: 31/3 -15/8 = 10/3 - 13/8 (LCM of 3 and 8 is 24) = (8 x 10) - (3 x 13) = 80 - 39 = 41 24 24 24 Dividing next, 41 ÷ 4 = 41 x 3 = 41 24 3 24 4 32 3. Find the value of: 18.45 - (3.75) 2 brackets and so the denominator could have been first evaluated. The lesson this week will continue with a review of selected areas of CONSUMER ARITHMETIC. Some popular topics are cost price, selling price, discount, sales tax, hire purchase, simple and compound interest. The concept of percentage is fundamental to these topics as our review will illustrate. The following extract was taken from the syllabus: SPECIFIC OBJECTIVES – Convert among fractions, percentages and decimals CONTENT – Conversion of percentages, and decimals to fractions . – Conversion within the metric scale and currency conversion. DEFINITION Percentage is a fraction with its denominator being 100 ... a % = a/100 It should be noted that a percentage may be expressed as a decimal fraction or as a vulgar fraction. For example, 25% = 25/100 = 1/4 = .25 4. Calculate the value of: 4 1/3 - 15/6 21/2 x 22/3 Solution: The line represents brackets and so the numerator may be evaluated first. 41/3 - 15/6 = 13/3 - 11/6 The LCM of 3 and 6 is 6 I will illustrate by looking at three situations in which the problems may be presented: (A) Finding the value representing a certain percentage. = ( 2 x 13) - (1 x 11) 6 = 26 - 11 = 15/6 6 Evaluating the denominator we first convert to fractions: 5/2 x 8/3 = 40/6 Dividing: = 15/6 ÷ 40/6 = 15/6 x 6/40 = 3/8 N.B. The line in the question represents The school paid $27,000 less. N.B. The amount the school paid may also be found as follows: 85/100 x $180,000 = $153,000. Solution: Cost price is $6,300. Since the tax is 17.5%, then 17.5/100 x $6,300 = $1,102.50 The cost price represents 100%, therefore, if there is a discount of 15%, then the selling price is 85%. The amount paid less is $180,000 $153,000 = $ 27,000. ... The amount paid is $6,300 + $1,102.50 = $7,402.50 The next situation is (B) Finding percentages, given the values. Example 1: Express 3m as a percentage of 8m. (a) 30% (b) 37.5% (c) 62.5% (d) 130% – Convert from one set of units to another. Solution: 18.45 - (3.75) = 18.45 - (3.75 x 3.75) = 18.45 - 14.06 = 4.39 2 20 Direct numbers Example 1: Find 20% of $1,200. Solution: 20/100 x $1,200 = $240. This is the basis of finding values such as profit and loss, sales tax, general consumption tax, discount, etc. Example 2: Schools were offered a 15% discount on the purchase of football gear. If a set of gear is valued at $180,000, how much less was paid? Solution: 15% of $180,000 = 15/100 x $180,000 = $27,000. Example 2: A set of tools is priced at $6,300 plus GCT (General Consumption Tax) of 17.5%. How much is actually paid for the tools? Solution: 3/8 x 100 = 37.5% The answer is (c). This is the basis of finding values such as percentage loss or gain, percentage tax, discount, etc. Example 2: A radio cassette, which cost $5,000, was sold for $4,500. Find the percentage loss. Solution: Profit = Selling price - Cost price = $4,500 - $5,000 = - $500. The loss = $500 The percentage loss = Loss/Cost Price x 100 500/5000 x 100 = 10% ... The percentage loss is 10%. Please note that percentage gain and loss are calculated as a fraction of cost price. A common error is to use the selling price. The third situation is: (C) Problems involving percentages. Example 1: If 30 % of a number is 69, then the number is (a) 90 (b) 230 (c) 189 (d) 139 Solution: If 30 % of a number is 69, then the number is equivalent to 100%. 100% represents 100/30 x 69 = 230 The answer is (b). This is the basis of finding values such as cost price and selling price, hire purchase, etc. YOUTHLINK MAGAZINE | OCTOBER 8-14, 2013 N.B. As the amount represents 117.5%, you could also have found it as follows: 117.5/100 x$6,300=$7,402.50 In summarising, the following points should be noted: Percentage is a fraction of 100. The whole is represented by 100%. If the whole is increased by x%, then the value becomes (100 + x )%. If the whole is reduced by x%, then the value becomes (100 - x )%. Now for your homework. 1. Mr King bought a motor car for $1,900,000. The value of the car depreciated by 5% each year. Calculate the value of the car after two years. 2. In a certain country electricity charges are calculated based on the following table: Fixed charge Charge per kwH used $3.50 15 cents (i) Calculate the electricity charges for a customer who used 1200 kwH. There is a government tax of 17.5% on the electricity charges. (ii) Calculate the tax on the customer’s electricity charges, giving your answer to the nearest cent. (iii) Calculate the total amount paid by the customer. Clement Radcliffe is an independent contributor. Send questions and comments to [email protected] yl:social studies MAUREEN ROWE-CAMPBELL Contributor PREPARING FOR PARENTHOOD IT HAS been said that it’s the most remarkable journey when one becomes a parent; it is a positive, transformative experience as it brings new opportunities, challenges and responsibilities. When preparing to become a parent it is necessary to prepare physically, mentally, educationally and emotionally. The ability to make informed decisions about childbirth, newborn care and parenting practices is a critical investment in the attachment relationship between parent and child. Education is a key component for the difficult decisions required of parents and is an ongoing process, as each stage of growth and development brings new joys and challenges to both parents. When preparing for the birth of a child, it is easy to get caught up in the material things associated with pregnancy, childbirth and newborn care. Tiny infant clothing, the latest maternity fashions and other baby resources can all be part of preparing for parenthood, but the lasting investment of preparation involves becoming informed in order to create a peaceful, loving environment in which to grow, birth and care for a new life. Everyone can read parenting books and consult with family and friends, but nothing can really prepare one for parenthood, the birth of one’s first child and the impact he or she will have on his/her parents’ lives. When a baby is first brought home, the person suddenly realises that he/she is a parent. PHYSICAL READINESS AND HEALTH Being a new parent is physically demanding and potentially stressful. It is, therefore, important for a woman to reach a stage of physical readiness to bear children. Biological immaturity can cause serious complications. EDUCATION It is necessary to establish a career before deciding to have children. This will help adults to be more economically ready to cope with the financial needs of child rearing. Emotional and Psychological Preparation Parents should reach a certain level of maturity and have certain life experiences to prepare them for the job of raising children. Becoming a parent understand and learn in a non-judgemental way. CONTRIBUTED Catherine Goodall, trade marketing manager, Pepsi-Cola, relaxes with dancehall entertainer QQ during the ‘Young and In Charge’ event at the Liguanea Club recently. The newborn of human beings is entirely dependent on other people to provide for all its needs. Parents must, therefore, prepare for increased mental strain and physical exhaustion. Adequate Financial Resources Parents must meet the basic financial needs of the child, providing food, clothing and shelter. Effective Parenting LOVE AND WARMTH No matter how hard it is, how tired or overwhelmed a parent is or may be feeling, he/she has to give love like no other. There tends to be a love and warmth that only a parent can have for a child. Children know when they are loved as parents tend to show interest and concern for their safety, happiness and achievement. Words and actions of parents affect children’s developing self-esteem more than anything else. Praising their accomplishments, however small, will make them feel proud. DISCIPLINARY SKILLS It is important that children know the behaviour required of them and the sanctions if they do not conform. Discipline is necessary to maintain control in the home. The goal of discipline is to help children choose acceptable behaviours and learn selfcontrol. Establishing house rules will help children to understand expectations and develop self-control. Effective parents are responsible for correcting and guiding their children. How this corrective guidance is expressed makes all the difference in how children receive it. When confronting children, it is necessary to avoid blaming, criticising or fault-finding, which undermines self-esteem and can lead to resentment. Instead, it is important to strive to nurture and encourage, even when disciplining them. Make sure they know that although better is expected of them, they are loved no matter what. SOCIALISING SKILLS COMMUNICATION AND PROBLEM-SOLVING SKILLS In society parents are the main socialising agents. Children live what they learn, and there is no better place for children to learn the norms, mores and values of their society than at home. It is, therefore, important that parents display good attitudes, appropriate behaviours and, therefore, be good role models. Children cannot be expected to do everything simply because their parents ‘say so’. They want and deserve explanations as much as adults do. If time is not taken to explain certain things to them, they will begin to wonder about values and motives and whether they any rights. Parents should reason with their children and allow them to YOUTHLINK MAGAZINE | OCTOBER 8-14, 2013 Expectations should be made clear. If there is a problem, it should be described, the feelings associated with it should be expressed, and the children should be invited to work on a solution to the problem with their parents. Also, there must be consequences. Furthermore, parents need to be open to their children’s suggestions, for it is believed that children who participate in decisions will be more motivated to carry them out. NUTRITION AND HEALTH Parents must understand the nutritional needs of growing children. Healthy diet and exercising is a must for all growing children, and habits learnt in childhood will remain as children grow older. MONEY MANAGEMENT Parents are the providers for their children. This is so as society looks to parents to fulfill their obligations regarding the proper care, nurturing and socialisation of their offspring. Parents must meet expected needs and be prepared for the unexpected. They must be able to budget, be thrifty and know from where the next money for spending will be coming. It is, therefore, clear that the most significant role in each family, as well as the greatest responsibility, rests with parents. Activities a. State THREE characteristics of a good parent. b. Outline THREE factors necessary when preparing for parenthood. c. Suggest TWO ways in which parents who are not carrying out their duties may be forced to do so. d. Explain why these suggestions will be successful. Maureen Rowe-Campbell teaches at St Hugh’s High School. Send questions and comments to [email protected] 21 yl:infomation technology Memory storage media & the unit of storage NATALEE A. JOHNSON Contributor GOOD DAY, students. This is lesson five of our series of IT lessons. In this week’s lesson, we will be looking at memory storage media and unit of storage. By the end of this lesson, you should be able to distinguish between at least two types of memory and the unit of storage relating to a particular storage device. MEMORY STORAGE The purpose of memory is to provide storage for data, instruction and the result of processing. There are four main categories of memory storage chips: Random access memory (RAM) Read-only memory (ROM) Cache Buffer A memory chip is a chip that holds programs and data, either temporarily or permanently. Let us now look at each of these categories. RANDOM ACCESS MEMORY (RAM) RAM, or primary storage, is the chip that is located nearest to the CPU and referred to as being volatile. RAM is considered to be volatile in that its content is erased whenever the flow of electricity to the processor is terminated. This is why your teacher will often remind you to save your work frequently. Even if you have auto-save recovery, the computer will only recover up to a particular point. RAM performs three main functions: Stores data for processing Stores instructions for processing the data Stores processed data (information) that is waiting to be sent to an output or secondary storage device. READ-ONLY MEMORY (ROM) A ROM chip stores data permanently or is oftentime referred to as being nonvolatile. The information on a ROM chip is stored on it by the manufacturers and cannot be modified or erased by the user. The processor can read and retrieve the instructions and data from the ROM chip, but its content cannot be changed. Whenever you turn on your computer and your computer is booting up, messages are made possible by the information in ROM. There are several variations to ROM: PROGRAMMABLE READ-ONLY MEMORY (PROM) The PROM chip is left blank by the manufacturers and written to by the customer. Once written to the chip, it becomes read-only memory. ERASABLE PROGRAMMABLE READ-ONLY MEMORY (EPROM) EPROM is a reusable PROM chip that can be erased by a special ultraviolet light. EPROM holds its content until erased and new instructions can be written on it. To reprogram an EPROM chip it has to be removed from the computer. ELECTRICALLY ERASABLE PROGRAMMABLE READ-ONLY MEMORY (EEPROM) The EEPROM chip is similar to an EPROM-chip except that it is erased by applying electrical pulses to the chip, making it possible to reprogram it without removing it from the computer. CACHE MEMORY Cache memory is a special highspeed memory designed to supply the processor with the most frequently requested instructions and data. Instructions and data located in cache memory can be accessed many times faster than instructions and data located in main memory. The more instructions and data the processor can access directly from cache memory, the faster the computer runs as a whole. BUFFERS A buffer is an internal memory area used for temporary storage of data records during input or output operations. For example, most modern printers are equipped with buffers that store information or data to be printed. Now that you are familiar with the different memory chips, let us now look at the different units of storage available and key terms associated with units of storage. UNITS OF STORAGE Definition of key terms Bit – this is the smallest unit of storage in a computer which is usually 0 or 1. Byte – this is comprised of eight bits. Word – this is the amount of bits the computer can process in one operation. Word size/length – this is the number of bits in a word. Bi-stable device – this is a device which exists in two possible states. This device is similar to a light switch which can either be on or off. Once you are considering purchasing a RAM chip (memory), hard drive or a flash drive you will first need to consider the size or the number of bytes the storage medium has. Let us now examine larger units of storage by the byte table shown below. We have come to the end of this lesson. See you next week, and remember that if you fail to prepare you should be prepared to fail. Natalee A. Johnson teaches at Ardenne High School. Send questions and comments to [email protected] yl:principles of accounts ROXANNE WRIGHT Contributor THIS WEEK, I will present another lesson on the double-entry accounting and will take an in-depth look at where transactions are given along with the account to be debited and the account to be credited. I will also give the reasons each is done. Double-entry system for assets, liabilities & capital - Part 4 Below is a presentation of how the above entries would appear in the double entry record: 1. Accounts are assigned balances based on their classification or type. 2. To increase an account, an amount is placed on the balance side. 3. To decrease an account, the amount is placed on the side opposite, the balance. 4. Each transaction must have equal debits and credits. 5. The accounts difference is the difference between the total debits and total credits recorded in the account. 6. Finding account balances: When total debits are greater than total credits, the account has a debit balance. When total credits are greater than total debits, the account has a credit balance. The following information will be used in the next presentation. You are, therefore, asked to get familiar with it. BALANCE ACCOUNTS When balancing an account we must always remember that: 22 YOUTHLINK MAGAZINE | OCTOBER 8-14, 2013 When both total debits and total credits are equal, the account has a zero balance. Special assignment just for you Worked Example (in box below) You are required to open asset, liability and capital accounts and record the following transaction for June 2012 in the record of Homer Wint: This is a suitable point to break. Next week, I will publish the answer to the above question and continue to highlight the double-entry system for assets, liabilities and capital (part 5). Roxanne Wright teaches at Immaculate Academy. Send questions and comments to [email protected]
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