yl:biology

Reproducion in plants: MONACIA WILLIAMS Contributor

OW ARE you this week? Good, I hope; well rested and filled with knowledge that you are just dying to let off from your brains. Don’t worry, that day will soon be here! Did you enjoy the investigation last week? Were you able to answer the questions?

H

LET US SEE HOW WELL YOU DID  Did you notice that there were five brightly coloured petals on the Pride of Barbados flower?  Did you notice that they were not all the same size?  Did you notice that the sepals were not green, they were also coloured?  Did you notice that the filaments were very long and that they were hanging outside of the flower?  Were you able to find the anthers at the end of the filaments?  Were you able to find the carpel? What shape was the ovary? Is your answer ‘bean-shaped’? If it is, that means you found it and should now realise that one of the structures you saw in the picture was not a stamen, it was the style and stigma!  What about the pumpkin flower, did you notice that the petals were fused together?  Did you notice that there was only one very large stamen in the middle of the flower?  Were you able to account for the presence of the ants? I hope you did the work and are now basking in the glow of having gotten all your answers right! Remember how we said last week that plants can be classified based on how they are pollinated? Well, this week we are going to

Pollination look at the differences between the flowers of these two groups of plants. The flowers that we looked at last week were all insectpollinated, so you should be able to give some features of insectpollinated plants!

CHARACTERISTICS OF INSECT-POLLINATED FLOWERS  Large, colourful petals which are attractive to insects. Some of these petals have guidelines to the nectaries which are present at the base of the petals.  Nectar and pollen are present – these are available as food for the insects.  Pleasant perfume is produced to also attract insects.  Flowers are large – this allows insects to land on them or inside them.  Stamens are often inside of the flower, where insects have to brush past the anthers to get to the nectaries.  Large, sticky or spiky pollen – stick on to the visiting insects.  Stigmas sticky – pollen will stick to them.  Large quantities of pollen made. The insects that pollinate the flowers are called pollinating agents. These include the ones that we normally see, the bees, the wasps, the butterflies and the ants (remember the pumpkin flower?) and the moths which generally come out at nights.

CHARACTERISTICS OF WIND-POLLINATED FLOWERS  Small, green or white petals or no petals present.  No nectary present.  Flowers are unscented.  Flowers are too small for insects to land on.  Stamens are very long and hang outside of flower where they catch the wind.

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Figure 1: Bee collecting pollen from a flower.

 Stigmas are large and feathery and dangle outside of the flower, where pollen in the air may land on them.  Pollen is dry, smooth and light so it can be blown in the wind.  Very large quantities of pollen made, because most of it will be blown away and lost.

 Examples of wind pollinated plants are grass, corn (Zea mays) and sugar cane. Figure 2: Wind-pollinated flower.

Take notice of the anthers hanging from the flowers and the feathery white stigmas. Also note Figure 3: the absence of bright colours in Flower of a grass. the flowers; the petals are green. See you next week. Have fun looking at different flowers! Monacia Williams is an independent contributor. Send questions and comments to [email protected]

11

yl:principles of accounts

Fixed assets accounting ROXANNE WRIGHT

[>3]

Formula: Book value of asset x Rate of depreciation.

[>4]

Formula for revaluation method: Opening balance + Purchases - Closing balance.

Contributor

WORKED EXAMPLE Question: Joe Richards set up a garage and car sales business on September 1, 2013 with the following assets: $ 60000 30000 2500 22500 3500 500

Land & Building Plant and equipment Loose tools Stock of motor vehicles Stock of car parts Cash at Bank

Joe Richards decided on the following policy for depreciation: 1. Land costing $35,000 is not to be depreciated. [>1]

WORKINGS [W1]

$15,000 + $7,500 = $22,500

[W2]

Book value = Plant and equipment $30,000 - Provision for depreciation $22,500 = $7,500 Book value $7,500 vs Selling price $6,000 = $1,500 (loss)

SOLUTION

2. Buildings, costing $25,000, are to be depreciated at 4% per annum on cost using the straightline method. [>2] 3. Plant and equipment is to be depreciated at 50% per annum using the diminishing (reducing) balance method. [>3] 4. Loose tools are to be depreciated using the revaluation method. [>4]

a. i. Land: Land is an asset which does not depreciate but appreciates; that is, the value of the land increases and you can use it again without replacement. ii. Stock of motor vehicles: Stock of goods is goods the sole trader buys and sells to make a profit. On the other hand, depreciation is charged on fixed assets. Motor vehicles are stock for Joe Richards. b. i. The true value of each tool is hard to determine. Therefore, they are valued collectively and the amount used is the depreciation.

YOU ARE REQUIRED TO a. Explain why Joe Richards does not depreciate each of the following: i. Land ii. Motor vehicles b.(i) Explain one reason why Joe Richards uses the revaluation method to depreciate loose tools. ii. Joe Richards purchased additional loose tools costing $500 during the year ended August 31, 2014. The tools were revalued at $2,000 on August 31, 2014. Calculate the depreciation for the year. c. Calculate the depreciation for each of the years ended August 31, 2014 and August 31, 2015 for the following: i. Buildings ii. Plant and equipment d. Joe Richards charges a full year’s depreciation in the year of disposal. He sold all the plant and equipment for $6,000 during August 2015. Prepare the disposal account on August 2015.

REASONING

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[>1]

Land does not depreciate but appreciates, according to the accounting concept.

[>2]

The formula for the straight-line method of depreciation is: Asset - Scrap value Life of asset

ii. Depreciation = Beginning balance + Purchases - Closing stock. = $2,500n+ 500 - 200 = $1,000 c. i. value of buildings = $2,500 Depreciation for the year ended August 31, 2014 = $25,000 x 4% = $1,000 Depreciation for the year ended August 31, 2015 = $2,500 x 4% = $1,000 ii. Value of plant and equipment = $3,000 Depreciation for the year ended August 31, 1014 = $30,000 x 50% = $15,000 $30,000 - 15,000 = $15,000 Depreciation for the year ended August 31, 2015 = $15,000 x 50% = $7,500 d) ) 2015 Aug 31

p

Disposal of plantqanpd equipment account

Plant & Equipment

$ 2015 30000 Aug 31 Aug 31 _____ Aug 31 30000

Pro for Depreciation [W1] Cash Profit & Loss A/c [W2]

$ 22500 6000 1500 30000

Roxanne Wright teaches at Immaculate Academy. Send questions and comments to [email protected]

YOUTHLINK MAGAZINE | APRIL 26-MAY 2, 2016

yl:chemistry

Chemical formulae and equations FRANCINE TAYLOR-CAMPBELL Contributor

THE FORMULA of a compound shows how many atoms of each element are present in a molecule or formula unit. The empirical formula is the simplest formula, which represents the composition of the compound. The actual formula is called the molecular formula. It is generally a multiple of the empirical formula and is calculated from the molar mass. You can work out the formula of an ionic compound by looking at the charges of the anions and cations, which must cancel out (to give zero). For example, calcium chloride consists of calcium, Ca2+ (cations) and chloride, Cl- (anions). To determine the formula, the positive and negative charges must cancel out. For this to happen, (+2) from calcium must cancel with (-1) from chlorine. This requires 2(-1), that is 2Cl- ions to cancel +2 from Ca, (+22 = 0). The formula is CaCl2. Another method is to swap the charges: Ca2+

Cl-

Ca1 Cl2. Formula is CaCl2 An equation is a representation of a reaction. An equation should show the reactants and products taking part in a chemical reaction and should show in what ratio these products combine. The reactants are on the left side of the equation, while the products are on the right-hand side.

Balanced equation 2Mg (s) + O2 (g) -----> 2MgO (s) In ionic equations, only ions that change their charges (oxidation state) during the reaction are shown. The other ions that do not change are called spectator ions and do not appear in the equation. For example Fe (s) + CuSO4 (aq) -----> FeSO4 (aq) + Cu (s) Ionic equation Fe (s) + Cu2+ (aq) -----> Fe2+ (aq) + Cu (s) Spectator ion SO42Francine Taylor-Campbell is an independent contributor. Send questions and comments to [email protected]

In writing an equation, the first step is to express it in word form; this ensures that all reactants and possible products are accounted for. Example Magnesium + oxygen -----> Magnesium oxide The second step is to express the word equation in symbols. Here, the correct formula for each reactant and product must be given. Example Mg (s) + O2 (g) -----> MgO (s) The final step is to check that the same number of atoms of a given element or their ions are on each side. When this is done, the equation is said to be balanced. State symbols are also added to the equation. Symbols used are s (solid), l (liquid), g (gas) and aq (aqueous), which means dissolved in solution or water. Example Mg (s) + O2 (g) -----> MgO (s) Based on the equation LHS: 1 Mg, 2 O -----> RHS: 1 Mg, 1 O So the equation is unbalanced. To balance the equation, we add whole numbers before the formula of a compound only. This will ensure that the formula does not change even though the number of atoms in the formula can change. Adding the number 2 before the formula of Mg and MgO will balance the equation.

YOUTHLINK MAGAZINE | APRIL 26-MAY 2, 2016

RICARDO MAKYN/STAFF PHOTOGRAPHER Humble Lion’s Francois Swaby is congratulated by team mates after scoring his team’s second goal against Portmore United in their Red Stripe Premier League encounter at Effortville on Sunday,April 10.

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yl:office administration

Answers to your questions HYACINTH TUGMAN Contributor

LAST WEEK, I gave you an assignment. I hope you were able to find the time to answer the questions. Here are some possible answer to those questions. 1. Draw an organisational chart of your school. g

3. (a) - more difficult to communicate with other workers. - managers and supervisors may not always be aware of what is happening in these offices. (b) - everyone has easy access to the cabinets. - workers will have it easier to communicate.

y Board of Management

4. (a)

Principal

MEMORANDUM To

Vice Principal/s

From

Administrative Staff

Date Subject

Guidance Counsellor

Dean of Discipline

Heads of Departments

Teachers

Students

Students

(b) Data entry clerk - have ability to type fast accurately. - be able to format basic documents. - use specialized computer software application. - maintain good working relationship. (c) Administrative assistant - have skills in numeracy and literacy. - use basic software application.

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Cleaning and Ground staff

Teachers

2. Skills required for (a) Telephone operator - must be pleasant and patient. - maintain good working relationships with all persons. - operate company’s switchboard.

Seek permission; give the date, time, venue and all adults who will be present for supervision (there should be no complimentary close).

- maintain good working relationships. - be able to type accurately. - maintain office files. (d) Records management clerk - use computer software applications to maintain a database of records. - maintain files. - maintain good working relationships. (e) Human resources clerk - use basic computer software applications. - have knowledge of labour laws, health and safety requirements. - maintain good working relationships.

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

MULTIPLE CHOICE (1) A; (6) D; (11) B;

(2) A; (7) B; (12) A;

(3) B; (8) C; (13) D

(4) B; (9) C;

(5) C; (10) D;

I hope you were able to maximise the marks on each question. See you next week. Hyacinth Tugman is an independent contributor. Send questions and comments to [email protected]

yl:social studies

You reap what you sow MAUREEN CAMPBELL Contributor

OBJECTIVES Describe improper practices related to the sustainable development and use of natural resources and their effects on the environment and the population. Misuse of natural resources is an overwhelming condition of the human existence. Humans beings have manipulated natural resources to produce the materials they need to prolong a growing human population. They have overused food and many other entities from the natural environment by extracting them without much thought. Often, the utilization of nature has been done in a non-sustainable way, which is causing an increasing concern, as the nonsustainable use of natural resource will eventually threaten human existence.

PROBLEMS ASSOCIATED WITH THE EXPLOITATION OF NATURAL RESOURCES Species extinctions  As natural habitats are destroyed. Land resources  Deforestation refers to the removal, felling or clearance of forest areas to be used for alternate purpose such as settlement activities. When this happens, top soil is eroded as there are no roots or trees to reduce the flow of water or to allow the percolation of water underground.  Destruction of wetlands.  Desertification is the persistent degradation of dry-land ecosystems by variations in climate and human activities.  Soil erosion is the action of surface processes (such as water flow or wind) that remove soil, rock or dissolved material from one location on the Earth’s crust, then transport it away to another location.  Declining oil and mineral supplies – excessive mining. Marine resources  Coastal degradation is when human actions, such as development, start to destroy the natural coastline and the coastal habitat.

 Overfishing is excessive fishing around the coast.  Premature fishing for commercial purpose. Freshwater resources  Groundwater contamination and depletion.  Surface water shortages, resulting in drought. Atmospheric resources  Ozone depletion is largely a result of manmade substances. Humans have introduced gases and chemicals into the atmosphere.

CAUSES a. Overpopulation b. Inefficiency in resource utilization c. Overconsumption d. Poverty e. Ineffective structures to deal with exploiters of the Earth. There is a lack of proper-working human institutions, regulations and very poor attitudes.

OTHER FORMS OF MISUSE OF THE LAND POOR PLANNING METHODS This is where land is used for the wrong purpose, for example, fertile land is used for animal grazing or for the construction of houses or factories.

QUARRYING AND MINING This results in the removal of vegetation and top soil with no reafforestation done to replace the soil or its vegetation.

OVERCROPPING This occurs when a wide variety of crops is intensively cultivated for a number of years on the same land without crop rotation. It leads to soil deterioration through the loss of mineral and organic matter.

FARMING TECHNIQUES SHIFTING CULTIVATION This is done in order to get land that is fertile to cultivate, so there is a constant clearing and

change in the area used for cultivation. However, land left bare may be exposed to wind and water, and this induces soil erosion.

MONOCROPPING This is the cultivation of one crop over a long time period which usually results in soil deterioration and, consequently, soil erosion.

OVERGRAZING Animals, if left on an area for too long, tend to crop the grass indiscriminately to a short level so that wind and water erosion remove the bare soil which is left exposed.

LAND POLLUTION Land pollution is the degradation of the Earth’s surface caused by a misuse of resources and improper disposal of waste. Some examples of land pollution include:  Litter found on the side of the road.  Illegal dumping in natural habitats.  Oil spills that happen inland.  The use of pesticides and other farming chemicals.  Damage and debris caused from unsustainable mining and logging practices. Land pollution is responsible for damage done to natural habitat of animals, deforestation and damage done to natural resources.

PLOUGHING When cultivation is carried out on steep slopes, farmers must be careful not to plough hillside, forming gullies and furrows which run from the top of the hill to the bottom. Instead, the ploughing of the hillside should be done along the contour. This prevents the soil from being washed away easily by rain.

POLLUTION Pollution is the deliberate or accidental disposing of unwanted material or substances in the water, in the air or on the land. This can make the area unsightly or cause a health hazard. It may also prevent sustainable development.

AIR POLLUTION Air pollution is the contamination of air by smoke and harmful gases, mainly oxides of carbon, sulfur and nitrogen. Some examples of air pollution include:  Exhaust fumes from vehicles.  The burning of fossil fuels, such as coal, oil or gas.  Harmful toxins from things such as paint and plastic production.  Radiation spills or nuclear accidents. Air pollution is linked to asthma, allergies and other respiratory illnesses.

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NOISE POLLUTION Noise pollution is loud sounds that are either harmful or annoying to humans and animals. Some examples of noise pollution:  Airplanes, helicopters and motor vehicles,  Construction or demolition noise,  Human activities, such as sporting events or concerts.

THERMAL POLLUTION Thermal pollution is the increase of temperature caused by human activity. A few examples of this include:  Warmer lake water from nearby manufacturing.  The increase in temperatures in areas with lots of concrete or vehicles, generally in cities.

VISUAL POLLUTION Visual pollution is what you would call anything unattractive to the landscape. Some examples of visual pollution:  Skyscrapers that block a natural view.  Graffiti or carvings on trees, rocks or other natural landscapes.  Billboards, litter, abandoned homes and junkyards could also be considered among three kinds of environmental pollution.

CONTINUED ON PAGE 22

15

yl:information technology

Information processing NATALEE A. JOHNSON Contributor

OOD DAY, students. This is lesson 31 in our series. In this week’s lesson, we will be looking at the sources of data and the methods of verification and validation of data.

G

SOURCE DOCUMENTS Data that is stored in a particular database or information system will need to be accurate, up to date, structured in a way that makes it possible to search for specific data and stored on a suitable storage medium. A source document is any document for which the content (data that has been captured) is keyed by an employee, namely a data entry clerk, into a computer system. Data can be ascertained by two means: by machine or human-readable documents. When the necessary data has been entered on a form, for example, a questionnaire – it is normally keyed into a computer system for future use and update.

HUMAN-READABLE DOCUMENTS This is a documents that is normally filled out by humans and can be read by humans. It is usually built and structured to facilitate the filling out of data by hand. Acquiring data by this means can prove to be challenging for several reasons. The person filling out the document may misunderstand the questions asked, the handwriting may be difficult to read and understand, and there is also the possibility of someone leaving out some sections of the document. Some of these problems could be alleviated by instructing the individual to write using capital letters, and have a series of boxes place on the document to allow for the separation of letters or numbers. Such documents can be seen at the bank for making cash deposits, where one has to write the account number in subsequent boxes, or when one fills out the form to collect money from a Western Union agency.

MACHINE-READABLE DOCUMENTS This type of document is one such means of alleviating some of the challenges of human-readable documents, where, instead

16

ne

of filling out the data by hand, the form is marked by some means. A particular scanner or reader is usually used to scan the document and identify the marks made by the human. The drawback to this, however, is that only selected types of data can be processed by such machines. The multiple-choice papers you would have shaded for an e-learning examination or mock examination would be examples of machine-readable documents. At a point-of-sale terminal, when a particular item is swiped by a barcode reader, the barcode printed on the product is also said to be machine-readable.

TURNAROUND DOCUMENTS A turnaround document is considered to be both a humanreadable and machine-readable document, as a machine creates the document and the human will add information to the document created. The data added can be further treated as new data to be keyed in back into the system. In addition, the data keyed into the system can be further processed or updated by the system. Examples of such documents include utility bills and prescription forms which are to be signed and returned to the respective entities. So, when you get a chance, examine your parents’ or guardians’ utility bills and you will observe that they are readable by humans but also include a barcode section.

METHODS OF VERIFICATION AND VALIDATION OF DATA Before we examine the different methods of verification and validation of data, we need to examine some errors that may occur during the entry of data into a computer system or the sending of data.

TRANSMISSION ERRORS This is when data received by a computer or system is not the same as what was sent by another computer. This could be as a result of an electrical fault or faulty cabling, as well as the computer used to send the data.

YOUTHLINK MAGAZINE | APRIL 26-MAY 2, 2016

EXAMPLE yyyyyoooo is transferred as x&*`^$yyoo

TYPOGRAPHICAL ERRORS These are errors made, typically, by humans when we are typing data. This can also be said to be an accidental error (errors that are not made on purpose). For example, typing in a wrong date of birth.

EXAMPLE 2 I forgot my password to myf acebook account. Typographical error

TRANSPOSITION ERRORS These are errors made when numbers or characters are placed in the wrong order. An example of this could be when we are typing a date of birth for someone who was born on the 12th of September 1998 and we type 09/12/98 instead of 12/09/98.

EXAMPLE 2 I swa my favourite movie today. Some errors can also be considered to be deliberate where errors are made by humans intentionally for personal gain or just to create disruption. For example, someone may falsify a document to gain acceptance into an institution or for a scholarship. There are two ways of preventing errors made by humans and they are data verification and data validation. Data verification is a process carried out by humans, whereas data validation is an automatic process carried out by software. We have come to the end of this lesson. Remember, if you fail to prepare, you prepare to fail. Natalee A. Johnson teaches at Ardenne High School. Send questions and comments to [email protected]

yl:principles of business YVONNE HARVEY Contributor

ELLO AGAIN, friends. This week, we move on to a new topic in section one of the syllabus. The specific objectives indicate that at the end of this lesson, you should be able to identify the stakeholders involved in business activities and discuss their roles in business activities.

H

For our purposes, stakeholders refer to any individual or group of individuals who have a vested interest in the business and, as such, want it to be a success. Now, we will identify and discuss the role of the main stakeholders in business.

Who are the businesses stakeholders?

OWNERS/CO-OWNERS Owners and part-owners are, perhaps, the chief stakeholders in businesses. This is so by virtue of their contributing capital, whether directly, as in partnerships, or through the purchasing of shares, as in companies and cooperative societies. Their stake or interest in the business is to see the money that they have invested grow. Therefore, they expect to gain interest on the capital they have invested. For this to be realised, the business must be a success. The owners will, therefore, do anything in their power to ensure efficiency and high profits. They will ensure that the best methods of production are used at the lowest possible cost, and they will see to it that resources are not wasted. Some owners/coowners take an active role in the running of the business, while others simply contribute capital.

EMPLOYERS As stakeholders, employers’ stake or interest in the business is similar to that of the owner/co-owner, especially where there is an overlap and the owner/co-owner is also the employer in the business. The employers will ensure that the right amount of resources is employed in the business, including labour, to ensure success of the business and security of their jobs if they, themselves, are employed. This being so, they will try to find every means possible to motivate their workers so as to

informing the business of their likes and dislikes as they carry out market research and seek to cater to customers’ needs and wants.

GOVERNMENT If the business is a public-sector business, then the government will have a stake or interest as any other owner of a business. As far as other businesses are concerned, governments are interested in seeing to it that they abide by their requirements in setting up the business, and in their operations they follow closely the laws and regulations of government. Governments see to it that businesses do not exploit the consumers, and if they are monopolies or operate like monopolies, they seek to regulate their activities in the interest of the consumer. An important interest or stake for the government is in the taxes and other government contributions that businesses make, which allow them to provide the necessary social services that the country needs. They also ensure that businesses put into place policies aimed at reducing market failure such as social costs, for example, pollution.

ALL OTHER MEMBERS OF SOCIETY

Lauriann Williams (left), head coach of the newly crowned winners of the Western Conference ISSA Girls’ Open Championship winners, Rhodes Hall High School, celebrates with her players and supporters after lifting the title in a 50-37 win over Spot Valley in the final. increase their productivity, all to the ultimate benefit of themselves and the business.

can out of the business, whether in cash or kind.

EMPLOYEES

CUSTOMERS/CONSUMERS

The employees’ stake surrounds the fact that the business affords them employment and an opportunity to earn a wage or salary and realise their potentials. Income earned allows them to aim at being economically independent. Thus, the employees’ interest is to keep the business open and alive so that they do not become unemployed. They want to get as much as they

This group of persons has an interest in being provided with quality goods and services at affordable prices and receiving first-class customer care. Therefore, if this is not being provided at the present business, they will easily move to the business’ competitors. In their role as customers, they can endeavour to assist the business in satisfying them by

YOUTHLINK MAGAZINE | APRIL 26-MAY 2, 2016

Members of society, in general, seek for businesses to help to upgrade their communities and to sponsor community events, as well as to offer scholarships and other benefits. If they have invested in these businesses, they expect a good return on their investment, and since they are also consumers, they have the stake that the consumer group has in the business. In preparation for next week’s lesson, do some reading on functions and roles of businesses. Also, see if you can come up with a concise definition of a business. You can compare your definition with the one that I will give you next week. Bye for now. Yvonne Harvey teaches at Glenmuir High School. Send questions and comments to [email protected]

17

yl:history

Popular protests in the 1930s (B) Strikes (C) Constitutional reform (D) Riots

DEBBION HYMAN Contributor

OBJECTIVES: 1. Discuss the economic, political and social factors which created the protests of the 1930s in the Caribbean. 2. Describe the role of outstanding male and female protest leaders. 3. Outline two consequences of the protests.

10. What contributed to the rapid growth of trade unions in the British Caribbean after 1939? I. An increase in the labour force. II. The emergence of capable leaders for the working class. III. An increased willingness of workers to fight for their rights. IV. Laws passed in favour of trade unions.

Hi, guys. This topic is a core one and, as such, multiple-choice items have been included in this lesson for practice.

(A) I and II only (B) III and IV only (C) I, III and IV only (D) I, II, III and IV

INSTRUCTION Choose the correct answer for each item. 1. One of the teachings of Marcus Garvey was that (A) Whites should be driven out of the Caribbean. (B) Caribbean blacks should strike back by discriminating against the whites. (C) Blacks should strive for economic independence. (D) Blacks were created to be superior to whites. 2. Which one of the following factors was not a reason for the high rate of unemployment among the working class in the British Caribbean in the 1930s? (A) The decline of the sugar industry. (B) The failure of alternative crops which replaced sugar. (C) The termination of migration opportunities. (D) The refusal of workers to participate in agriculture. 3. All of the following were reasons why the blacks were not receiving an adequate education in the British Caribbean in the 1930s except (A) Blacks did not have the ability to reach the entry requirements. (B) Schools generally preferred to give places to whites and coloureds. (C) The curriculum was irrelevant to the needs of the blacks. (D) There were not enough schools to meet the needs of the population.

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Laurice Griffiths of Kingston Wharves Limited presents a gift to Prime Minister Andrew Holness during his tour of the National Indoor Sports Centre during Expo Jamaica recently

4. Identify the reasons why the disturbances occurred in the British Caribbean during the 1930s. I. The decline of the sugar industry II. The Great Depression of the 1930s III. The repatriation of Caribbean nationals from abroad IV. The termination of emigration opportunities (A) I, II and III only (B) I, III and IV only (C) II, III and IV only (D) I, II, III and IV 5. The labour leader who is generally associated with the 1937 disturbances in Trinidad was: (A) Uriah Butler (B) Arthur Cipriani (C) Walter Citrine (D) Clement Payne 6. The personality who is generally associated with the disturbances in Barbados was: (A) Grantley Adams

(B) Clement Payne (C) Frank Walcott (D) Uriah Butler 7. Which of the following persons was not associated with the riots of the 1930s? (A) Uriah Butler of Trinidad (B) Robert Bradshaw of St Kitts (C) Alexander Bustamante of Jamaica (D) George Price of Belize 8. What was the main purpose of the Moyne Commission of 1938? (A) To bring to an end the disturbances in the islands. (B) To seek out the troublemakers and recommend punishment. (C) To investigate the cause of the disturbances and make recommendations. (D) To review the conduct of the army and police. 9. Which of the following did not occur during the period of social unrest in the British Caribbean in the 1930s? (A) Protest demonstrations

YOUTHLINK MAGAZINE | APRIL 26-MAY 2, 2016

11. Which of the following leaders were associated with black consciousness in the Caribbean in the early 1900s? I. Arthur Cipriani II. Grantley Adams III. Clement Payne IV. Marcus Garvey (A) I and IV only (B) III and IV only (C) I, III and IV only (D) II, III and IV only 12. The Royal Commission, which was established in 1938 to investigate the socioeconomic conditions in the British West Indies and to make recommendations for the improvement of these conditions, was the (A) Deane Commission (B) Moyne Commission (C) Norman Commission (D) Oliver Commission

ANSWERS 1.C 4. D 7. D 10. D

2. B 5. A 8. C 11.B

3. A 6. B 9. C 12. B

Debbion Hyman is an independent contributor. Send questions and comments to [email protected]

yl:english language MELISSA MCKENZIE Contributor

ELLO THERE, students! This week, I will give you some activities that seek to help in improving written expression. As I have mentioned before, the expression component of the profile dimension determines your overall result, to a great extent. It is, therefore, important to do all you can, leading up to the May 2016 English A examination, to address any weaknesses you may have.

H

INSTRUCTION Use the words in brackets to form related words that can appropriately complete the sentences.

EXAMPLE My sister’s (refuse) to participate in the event came as a surprise after months of (prepare). Answer: refusal and preparation. 1. Maggie’s mother made it very clear that she was (forbid) from going to the party. 2. His wife’s (betray) affected Paul deeply because he plunged into months of (depress). 3. Fiona’s (decide) to become a soldier filled her father’s heart with (proud). 4. The (attain) of (adult) is what most adolescents look forward to. 5. Are you going to be satisfied with only the (rudiment) knowledge of summary skills. 6. Students are frequently encouraged to avoid (expel) from school. 7. We had to (supply) our diet with vitamins. 8. Every teacher must try to (minimum) the cases of (delinquent) among teenagers. 9. John and his brothers were (strange) for some years and their (strange) caused their mother much (sad). 10. Whenever I am in a (retrospect) mood, I think about my childhood.

CONCORD(SUBJECT-VERB AGREEMENT) INSTRUCTION Underline the verbs that correctly complete the sentences below. 1. Laws (help, help) to keep citizens in control and (minimise, minimises) anarchy. 2. Each of the girls (plan, plans) to try out for the team.

Improving written expression

1. The sexual abuse of children is a serious problem in the country, many people seems more inclined to insisted that action need to be taken to punished these abuser’s. There is those who supports the idea that child molesters does not deserve imprisonment. They should be hang for there attack against innocent children. The taught off a child enduring the agony off an abusive situation make the heart ache. 2. The Minister of Education Ruel Rei have announced that civics will be reintroduce in school’s. He believe that the topic is of grate significant to the education off Jamaica children, civic awareness aim to promoted the knowledge of areas like the rights and responsibilities of citizen, the rolls of the government and our history. He is convince that this reintroduction will encourage a increase in civic pride by creating Jamaican’s who are intrested in nation building. 3. Banning the importation of fruits and vegetables are the best thing that the government can do to help out the farmers in the society. This ban means that farmer would of people to sell their goods to. Many farmer’s complains that they’re crops rotten off when they do not get any buyers. They loose a lot of money this way. When a ban is place on the foreign fruits and vegetables, then the crops will sell off and the farmers will earn money to helped out there families.

RUDOLPH BROWN/PHOTOGRAPHER

Floyd Green, (second left) state minister in the Ministry of Education, Youth and Information, and William Billy McConnell (centre), Munro Hall of Famer converse with members of the Munro College debate team (from left) Nahjae Nunes, Owayne Honeyghan and Mario Plummer Congo-Nyah, at the launch of Munro College s 160th anniversary and Munro College Old Boys Association Scholarship Fund at the Medallion Hall Hotel in Kingston recently.

3. The people in the room (seems, seem) to be very impatient. 4. His attendance to school (need, needs) improvement if he (plans, plan) to address his performance. 5. There (are, is) rules in schools that (tells, tell) you what time you should be at school. 6. The mason (works, work) on several housing projects because of his tremendous skill. 7. There (is, are) many opportunities available to you in this firm.

4. Is full time now the government do something about the squatters that lives in the community of Cedar Village. The residents can barely sleep at nights sake of the loud music these squatter plays. People have their work to go in the morning and they cannot go to work tired out because they can get fire. Also, sometimes children have test or a exam they of to study for and if loud music is been played at night then they will not be able to study. The worse thing is that if these squatter are ask to be quite they are ready to curse you off. This is not right. These people need to go.

8. One of the main reasons for poverty (has been, have been) the lack of natural resources. 9. A number of students (has decided, have decided) to seek permission from the principal to visit a classmate who is seriously ill. 10. The number of reports about the theft of cars (is, are) gradually declining.

QUOTE OF THE WEEK

INSTRUCTION

“Writing is easy. All you have to do is cross out the wrong words.” ~ Mark Twain

Rewrite each paragraph correctly by avoiding spelling, punctuation, grammatical and other use of language errors.

Melissa McKenzie teaches at Old Harbour High School. Send questions and comments to [email protected]

YOUTHLINK MAGAZINE | APRIL 26-MAY 2, 2016

Please complete the above activities and in next week’s lesson we will work through some of them.

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yl:mathematics

Statistics

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WE WILL begin this lesson with the solution to last week’s homework. ;ĂͿ/Ĩd с

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Evaluate TG b) Determine the coordinates of the images of the transformation TG of the following points: (1) (3 , 2 ) (2) ( - 1 , 4 )

PIE CHART The circle is divided into sectors, the size of each sector being proportional to the quantities represented.

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Represent the modes of transportation given above on a pie chart.

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Eg, Bus = 840 x 360 = 111o 2720

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 Bar graph  Data is represented by rectangular bars of equal width.  The bars are separated.  The area of each bar is proportional to the quantity represented.

I have chosen to review basic statistics with you this week. Statistics, at this level, may be summarized as:  Collection of data  Presentation of data  Analysis of data

EXAMPLE

COLLECTION OF DATA

Represent the following modes of transportation on a bar graph.

The usual methods are: a) Experiment - measuring or counting b) Research c) Interviews

METHODS OF PRESENTATION

Mode of Transportation Bus Private Other

Number of Persons 840 320 1560 TOTAL 2720

HISTOGRAM  This is used when the data is presented in terms of frequency.  This information is represented by vertical bars; all are of equal width and are joined side by side.  Both axes must be carefully labelled and the appropriate scales used. If a scale is given, it must be used exactly.  The frequency is always represented on the vertical axis.  The frequency of each observation or variable is proportional to the height of the bar.  Be sure that you are familiar with the principle of boundary values.

The methods which are usually used are:

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YOUTHLINK MAGAZINE | APRIL 26-MAY 2, 2016

CONTINUED ON PAGE 22

yl:english literature BERYL CLARKE Contributor

elcome to this week’s lesson, perhaps our final for the year. In previous lessons, at the start of the year, we explored the CXC syllabus. Here are a few key reminders for you. A portion of the marks assigned for each question comes from use of language, how the response is structured and the manner in which the ideas are expressed.

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Literature is an excellent tool for widening vocabulary and improving level of expression, as I hope you have found. It does not need to be said that, as students of this subject, you have a distinct advantage. I hope you took the time to not only just learn the ‘facts’ of the work you were studying but also paid attention to correct spelling, sentence construction, subject and verb agreement and the way ideas are communicated and linked. Remember, too, that in answering a question you are required to write an essay. Some students seem to be unaware that a, b or c used in the question are there to assist you in organising the response in appropriate paragraphs. You are expected to answer in the same way that you would write an essay on, for example, ‘Jamaica’s Tourist Attractions’ or ‘Education and My Future’, starting with an introduction, paragraphs in which you deal with the different aspects of the question and a

Exploring the CSEC syllabus conclusion. Please, there is no need for you to skip lines when you begin a new paragraph – you can just indent. Do not write each paragraph on a separate page.

PLEASE REMEMBER 1. You are ready and you should go into the exam room with confidence. Make sure that you get enough sleep and rest the night before, because you should not have to struggle to stay awake during exams. Try your best to be punctual, as being late may unsettle you, make you anxious and affect your performance negatively. Listen to and follow the instructions of your invigilator(s) and read carefully the instructions on your question papers. If you have a question, direct it to your invigilator and not a fellow ‘examinee’. 2. It is in your best interest to understand what the questions want you to do – so read them thoughtfully and

then use your knowledge of the operative or directional words such as ‘discuss’, ‘compare’, ‘evaluate’, ‘describe’ or ‘examine’ in answering the questions. After you choose a question, make a quick plan with the ‘facts’ that you will use to answer. If you find that you have enough, then proceed to write your essay. If you do not have sufficient ideas, then find another question which you can master without losing much time. 3. Ten marks out of the 35 allotted to each question on your essay paper will come from the way you organise your answer and from the grammatical correctness of your expression. Try to ensure that your subject and verb agree, your tenses are correct, and also your spelling. Really, now, as students of literatures in English, your expression should be fluent. Do not use dialect unless you are quoting, and bear in mind that there is a difference between quoting and paraphrasing.

4. You are to write legibly. You must agree with me that it is right and fitting that you do not only know the names of the characters in your texts, but that you are able to spell them correctly. Please answer what you are asked. Do not waste your valuable time or that of the marker’s writing essays that are irrelevant to the subject. By this time, I am aware that you have identified those poems that you will use together to answer comparative questions, as you have also done for the short stories. Do so quickly, if you have not yet worked on that aspect of your preparation. Just be guided by the similarities in the themes/ideas that they address, for example, death, racism, and so on. I hope you are familiar with, but preferably knowledgeable about, the literary devices that writers use to enrich

their work, so that you will be able to identify them when they are used and, most important, can identify their purpose or role. You should be able, too, to use devices in your own writing with some amount of ease. In getting ready to ‘shine’ on the essay paper, you have been preparing to handle the unseen paper and should do so very well. Just remember that it is not a comprehension paper but a shortanswer literature paper on which you have to answer all the questions. You have to use your time wisely in the exams. Subtract the time you will need to do your reading over and corrections from the time given for the paper and then divide equally the remainder among the number of questions you will be doing. If you do not finish a question in the time you have allotted, move on to another. Hopefully, you will be able to return to finish it. Leave space on that same page or the very next one on which to return to continue. You must attempt all the questions as required. Chin up, shoulders straight, excel and God bless! Beryl Clarke is an independent contributor. Send questions and comments to [email protected]

yl:geography

Negative impacts of agriculture JUDITH HENRY Contributor

1. POLLUTION The use of pesticides, fertilizers and other agrochemicals has increased hugely since the 1950s. For example, the amount of pesticide sprayed on fields has increased 26-fold over the last 50 years. These chemicals don’t just stay on the fields to which they are applied. Some application methods - such as pesticide spraying by aeroplane - lead to pollution of adjacent land, rivers or wetlands.

TOXIC PESTICIDES Pesticides often don’t just kill the target pest. Beneficial insects in and around the fields can be poisoned or killed, as can other animals that eat the poisoned insects. Pesticides can also kill soil microorganisms. Pesticide pollution of rivers, lakes and wetlands also directly poisons freshwater species, as well as people. Some pesticides are suspected of disrupting the hormone messaging systems of wildlife and people, and many can remain in the environment for generations.

EXCESS NUTRIENTS Due to inappropriate water management and irrigation technology, fertilizers and pesticides also commonly run off from fields to adjacent rivers and lakes and contaminate groundwater sources. These chemicals eventually end up in the marine environment too.

Unlike pesticides, fertilizers are not directly toxic. However, their presence in freshwater and marine areas alter the nutrient system, and consequently, the species composition of specific ecosystems. Their most dramatic effect is eutrophication – resulting in an explosive YOUTHLINK MAGAZINE | APRIL 26-MAY 2, 2016

growth of algae due to excess nutrients. This depletes the water of dissolved oxygen, which, in turn, can kill fish and other aquatic life.

2. HABITAT LOSS Agriculture is a major land use. Around 50% of the world’s habitable land has already been converted to farming land. Overall, farmland covers 38% of the world’s land area. This area is still expanding. It is predicted that in developing countries, a further 120 million hectares of natural habitats will be converted to farmland to meet the demand for food by 2050. This will include land with high biodiversity value. The main impact from farming comes from clearing natural habitats for agriculture and aquaculture – especially for intensive monocultures.

CONTINUED ON PAGE 22 21

yl:social studies CONTINUED FROM PAGE 15 WATER POLLUTION Water pollution is the contamination of any body of water (lakes, groundwater, oceans, etc). Some examples of water pollution:  Raw sewage running into lakes or streams.  Industrial waste spills contaminating groundwater.  Radiation spills or nuclear accidents.  Illegal dumping of substances or items within bodies of water.  Farm runoff into nearby bodies of water. These kinds of environmental pollution are linked to health issues in humans, animals and plant life.

CAUSES AND EFFECTS 1. Oil spills from tankers and the washing of tankers destroys the breeding grounds for most fish. 2. Deforestation increases surface run-off, posing a danger to coral reefs where a variety of fish thrive. 3. Sewage discharge or untreated sewage destroys fishing areas. 4. Acid rain, which makes water acidic, affects the habitat and the fish itself, causing a decrease in fish life. It affects trees and buildings, too, by dissolving limestone.

5. Use of pesticides and insecticides causes oxygen depletion in the water and the destruction of their habitat as they become affected by the toxic substances. 6. Waste emissions cause sicknesses as it results in respiratory ailments and diminution of life expectation. 7. The exhaust from petrol-driven cars produces carbon monoxide, which is very dangerous as it causes lung irritation.

d. Other weather condition such as drought.

1. Identify three types of pollution evident in your country and state what should/can be done to counteract these pollutants. 2. Complete the following table: Types of pollution Type Definition Causes

Prevention

Air

This term refers to a rise in the temperature of the Earth’s atmosphere. The atmosphere is made up of layers of different gases (the greenhouse gases form part of these gases) which, when trapped in the air, act like a greenhouse, trapping some of the warmth. It traps the rays of the sun in the Earth’s atmosphere, which should naturally be reflected back. It is believed that an excessive amount of greenhouse gases in the atmosphere will ultimately lead to: a. Rising sea levels. b. The flooding of most coastal cities. c. Increase in hurricanes, evident in the Caribbean area.

Water Land/visual Noise Other 3. State three reasons for global warming in the region and explain three ways in which this could have been avoided. Maureen Campbell teaches at St Hugh’s High School. Send questions and comments to [email protected]

yl:mathematics CONTINUED FROM PAGE 20

POINTS TO NOTE

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You are urged, when constructing the histogram, to avoid the following common errors: a) Separating the bars. b) Incorrectly labelling the horizontal axis (scores). c) Confusing the histogram with other methods of presentation, for example, bar graph or frequency polygon.

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The following is an example of the use of the histogram to represent the results of a math test

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EXAMPLE The following scores were obtained by 40 students who sat a maths test. Use a histogram to represent the results. 5,4,0,1,6,5,7,5,9,2,1,8,4,4,3,2,7,8,5,5,4,7,4,6,3,1,3,4,5,7,6,5,8,3,5,7,3,9,4,6

CONTINUED FROM PAGE 21 NATURAL HABITATS CONVERTED TO MONOCULTURES

ACTIVITIES:

GLOBAL WARMING

yl:geography

 In the above example, it is more convenient to form a tally table in determining the frequency table.  The scores above are discrete values and represent the

values of the respective bars.  In other cases, the scores may be in the form of grouped data and, hence, each bar represents a range of values.  The method required to construct a histogram for grouped data is similar to that for discrete data.

Agricultural ecosystems provide important habitats for many wild plant and animal species. This is especially the case for traditional farming areas that cultivate diverse species. However, rising demand for food and other agricultural products has seen large-scale clearing of natural habitats to make room for intensive monocultures. Recent examples include the conversion of lowland rainforests in Indonesia to oil palm plantations, and of large areas of the Amazon rainforest and Brazilian savannah to soybean and cattle farms. This ongoing habitat loss threatens entire ecosystems as well as many species. Expanding oil palm plantations in Indonesia and Malaysia, for example, pose the most significant threats to endangered megafauna, including Asian elephant, Sumatran rhinoceros, and tigers.

FRESHWATER AND MARINE AREAS ALSO AFFECTED Aquaculture is also in direct competition with natural marine and freshwater habitats for space. For example, marine fish farms often need the shelter of bays and estuaries to avoid damage from storms and currents. In addition, farmed fish need good water quality, frequent water exchange, and other optimal environmental conditions. However, these locations are also very often ideal for wild fish and other marine life. Some European fish farms have been placed in the migratory routes of wild salmon, while in Asia and Latin America, mangrove forests have been cleared to make space for shrimp farms.

LAND LOST TO DESERTIFICATION

The above data should be summarized in the Frequency Table as follows: Score

0

1

2

3

4

5

6

7

8

9

Frequency

1

3

2

5

7

8

4

5

3

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HOMEWORK The information given above, with respect to grouped data, is illustrated in the following example which you are requested to complete for homework. Express the following scores in a frequency table and plot the histogram.

On top of habitat loss due to clearing, unsustainable agricultural practices are seeing 12 million hectares of land lost each year to desertification.

It is always necessary to construct the frequency table if it is not given. 22, 15, 0, 22, 11, 9, 0, 14, 20, 9, 16, 5, 11, 24, 16, 5, 11, 24, 5, 5, 22, 15, 9, 9, 11.

NOTE: The table indicates that one student earned 0, three students earned 1 mark, two students earned two marks, five students earned three marks and so on.

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

YOUTHLINK MAGAZINE | APRIL 26-MAY 2, 2016

Our next lesson will be on the negative impacts on mining. Judith Henry teaches at Ardenne High School. Send questions and comments to [email protected]