Cxc revision

YOUTHLINK MAGAZINE | MARCH 24-30, 2015 11

Teachers and students participate in games at the National Mathematics Exposition.

YOUTHLINK MAGAZINE | 12 MARCH 24-30, 2015

yl:english language

MMEELLIISSSSAA MMCCKKEENNZZIIEEContributor

IN THIS lesson, I will provide you with tipsyou can bear in mind as you approachSection C of Paper 02 in the English A

examination. Remember that you have optionsin this section and will test your ability to writecreatively. Choose the question in which youare most competent.

THE PICTURE� Remember that you are not expected to

describe the picture. Instead, you are expected towrite a story in which the scene/thing/personthat is being depicted in the picture plays a veryimportant part. The picture has to be emphasisedin your story.

THE SENTENCE PROMPT/TITLE� If you are instructed to write a story

using a given title as a guide, then do just that.The title should be reflected in the events thatyour story relates.

If you choose to write a story in which youare expected to use the given sentenceprompt, please be reminded to:

� Insert the given sentences as instructed.Therefore, if you are instructed to begin or endthe story with the sentence prompt, do justthat. If you are instructed to insert the sentenceprompt as a part of your story, heed thisdirective.

� Avoid changing any part of the sentenceprompt. Do not change a word or punctuationmark. Write a story that facilitates the smoothinclusion of the given sentence prompt. Afterall, you are being tested to see how well youcan include the given sentence(s).

REMINDERSAs you write the story ensure that you:� Develop the story line.� Establish an appropriate mood and setting.

� Create realistic characters who are given feelings and thoughts.� Avoid boring and unimaginative plots.� Narrate events that are connected, interesting and significant.� Maintain a balanced story by including details that are relevant to the plot.� Do not mix points of view.� Use dialogue that enhances the story and is not merely there to make up the word limit.� Write stories that do not end abruptly or whose ending seem to be ‘tacked on’.

THE DESCRIPTIVE ESSAY

� Remember that the descriptive essay isnot a story. If you write a story, you will bepenalised.

� This section tests your ability to createan impression of a place/event/ person(s)/thing through the use of language that appealsto the senses. It requires that you use a greatdeal of your imagination in order to create apicture in words.

� Read the given scenario carefully so youknow what you are being specifically asked todescribe.

� Make a plan of the aspects you will befocusing on in your descriptive essay.

� Incorporate appropriate figures ofspeech and dynamic verbs that will allow thereader to experience what the writer is sharing.Use descriptive words that show instead oftell.

� Organise your descriptive essay usingthe five-paragraph format as a guide and usingthe appropriate organisational sequence. Thisprovides you with greater control of the detailsyou include in your description.

Students, make use of these valuable tipsand reminders. Also, continue to engage inmore written practice and read as often aspossible.

Melissa McKenzie teaches at Old Harbour High School.Send questions and comments to kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

Generalexam tipsfor Paper 2

NORMAN

GRINDLEY/CHIEF

PHOTOGRAPHER

Students ofHydel HighSchool maketheir way offthe schoolcampus afterclasses weredismissedbecause of thesmoke comingfrom theRiverton Citydump inKingston.


yl:chemistry

FFRRAANNCCIINNEE TTAAYYLLOORR--CCAAMMPPBBEELLLLContributor

� A change in the amount of reactant or product with time describes the reaction rate.� Several factors such as concentration, pressure, temperature, particle size and catalysts affect reaction rates.� The collision theory states that particles must collide in order to react and they must do so with a minimum energy to break the bonds. Most factors work by increasing the number of collisions in the reaction.

If the course of a reaction is followed over time, the concentration of the reactants decreasewhile the concentration of the products increase gradually. This depicts the rate of a reaction. Bymonitoring loss in mass or gain in volume of gases, the rate of a reaction can be determined.

The graph of the course of a reaction shows that the reaction is fast at the beginning andgradually slows down with time until it finally stops.

Reactionrates

Reaction rate increases when concentration, temperature and pressure are increased. Thiscauses the slope of the graph to get steeper. The graph of a slower reaction is not as steep.Smaller pieces of reactants can also lead to an increase in reaction rate as more surface areabecomes available for the reaction to take place. Larger pieces lead to a slower reaction.

In a reaction between marble chips and hydrochloric acid, the amount of carbon dioxideproduced increases as the acid concentration increases. The slope of the graph gets steeper.

In the decomposition of hydrogen peroxide, more catalyst (manganese IV oxide) producesmore products (O2) as reaction rate increases.

Francine Taylor-Campbell is an independent contributor. Send questions and comments to kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm


yl:biology

MMOONNAACCIIAA WWIILLLLIIAAMMSSContriutor

HELLO AGAIN, students. How are you? Good, I hope youare still remaining on top of your work because, as saidbefore, that is the only way you are going to manage to

get that grade one while still keeping your sanity.

Last week, we looked at the structures of the elements of theplant’s transport system. Do you remember what they are? Ofcourse, you do! The transport system consists of the xylem

and the phloem combined in vascular bundles. Do youremember the features of the system with which you must befamiliar? Remember, these are usually the focus of thequestions you will get in the exam. In a given question, thefollowing can be asked:

� Label a transverse section of the xylem.� Label a longitudinal section of the phloem.� Give the functions of the sections you have labelled.� State the differences between the xylem and the phloem.

Do not leave the topic until you are able to answer thesequestions! Now, we will look at some of the materials that aretransported by the xylem. Do you remember what they are?That’s right! They are water and minerals. What are theseminerals? In what form are they used by the plants? Why doplants need them? What will happen to the plant if they areabsent? Lots of questions to be answered, lots of things tofind out! You will find out and be able to answer thesequestions by studying the information in the following table.

Transport systems in plants

MOVEMENT OF WATER

Water also enters the plant from thesoil; only, this time the movement is alonga concentration gradient, so the watermoves by osmosis. The concentration ofwater around the soil particles is greater(the concentration of mineral salts is less)than it is in the cell sap (more mineralsare present here) so water moves byosmosis. Water then passes along the cellwall or from vacuole to vacuole byosmosis until it gets to the xylem. Water isdrawn up the xylem vessels by thetranspiration stream. Have you noticedthat a new concept has just beenintroduced? What new concept youasked? That of the ‘transportation stream’is the answer. In order to understand thisconcept, we will need to look attranspiration.

TRANSPIRATION

What is transpiration? This is the evaporation of water from the parts ofthe plant that are above the ground, mainly the leaves. Most of the cells inthe leaf have thin films of moisture around them. Water is constantly lostfrom the leaves through the stomata. This sets up an osmotic gradientbetween the cells of the leaf. This, in turn, causes the movement of watermolecules up from the xylem. This movement of water is known as thetranspiration stream. Movement of the water is aided by the fact that thexylem tubes are without end walls and are very narrow, hence water canmove up the xylem by capillarity. Have you ever noticed that when you placea straw in your drink the liquid rises up into the straw and, the narrower, thestraw the higher the water rises? This is capillarity. Water also moves byadhesion and cohesion. Adhesion is the tendency that water molecules haveto stick on to the side of the container, while cohesion is the attraction thatwater molecules have for each other.

Transpiration is useful to plants because it:� Keeps the water moving up the xylem.� Carries dissolved mineral salts.� Cools the leaves of the plant by evaporation.

HOW DO THESE MINERALS ENTER THE

PLANT?

All minerals used by the plants are obtainedfrom the soil. These are taken up in solution bythe root hairs. Do you remember the advantagethat these root hairs confer? They increase thesurface of the root area, hence fulfiling one ofthe requirements for the movement ofsubstances. Do you remember how substancesmove? Substances move by diffusion andosmosis and these two processes require thepresence of concentration gradients. Does amineral ion gradient exist between the soil andthe root? Yes, it does, but the gradient is in thewrong direction for diffusion to take place! Thehigh ion concentration is in the vacuoles of theroot hairs, so the minerals in the soil solutioncannot move into the root by diffusion. Howdoes it get into the root hair then? The answer isthat the plant has to use energy to move theminerals against their concentration gradient.This is known as active transport and the energyrequired is provided by the mitochondria. Oncethe minerals in solution enter the cell, therequired gradient is achieved and the ions nowmove across the root cells by diffusion until thexylem is reached.

Next week, we will look at the conditions affectingtranspiration. See you then! Have a good week!

Monacia Williams is an independent contributor. Send questionsand comments to kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm


yl:office administration

HHYYAACCIINNTTHH TTUUGGMMAANNContributor

IN EVERY business department, the duties of the clerk is just as important as his/hersuperior’s. The duties involve many activities such as filling and word-processing, but theclerk in the factory office will be involved, specifically, with the following duties:� preparing documents used in production.� progress chasing.� safety procedures.� liaising with other departments.� preparing job cards, progress charts.� maintaining time cards for workers.

In addition to these tasks, the clerk may be asked to organise the hours of work for the factoryworkers. If production takes place on a 24-hour basis, then it is likely that workers will beplaced on a shift system. For this, the clerk will need to organise workers on a roster, placingeach person on the shift system and allocating adequate time off.

A report of how productivity levels and output have gone for that day is very important. Thisinformation is used for future planning by management and assist in ensuring that jobs areproceeding to plan. A progress chaser is what determines each stage of production so thatdelays do not arise, where one stage of production may be slowing up work elsewhere.

DOCUMENTS USED IN FACTORY OFFICE

JOB CARD

Gives the details and description of the job and the necessary requirements for the job to be

carried out. It accompanies each job or batch as it progresses through the stages of production.

PLANNING MASTER

This contains every detail about the entire production process to enhance the use ofequipment and labour, keep the production process running, meet deadlines and reach for betterquality. It will show the rate of production that should be attained daily or weekly and will givedetails of the factors to be employed in order to achieve this.

JOB COST CARDS

This is specific information to the organisation about the cost for producing a particular unitof production. The cost may include utility, labour and materials and salaries.

TIME CARDS

This shows the time that the worker ‘clocks in’ and ‘clocks out’ of work. The time card isusually used with a mechanical clock machine. When the worker arrives at work, it is placed inthe machine where the time is printed; this is also done at the end of the working day. This cardis now used to calculate the amount of hours worked per week.

QUALITY CONTROL CARD

It is important that organisations maintain their quality standards, hence persons areemployed specially to make checks on finished products.

Students, I am going to give you a sample of some of these documents. It is important youlearn them and practise filling them out.

Factory/works control office

PLANNING MASTER

Week Beginning: March 16, 2015

Item to be

produced

��

Quantity

required

��

Materials

needed

��

Machines

To be

used

��

Other tools

Equipment

needed

��

Time

allotted

to task

��

Time

taken

��

Comments

Planning Master

QUALITY CONTROLL CARD

Date: …………………………

Inspector: …………………….

Quality

Accepted

Rejected

Quality: Meets standard

Did not meet standard

Comments: …………………………………………………..

………………………………………………………………..

___________________

Signature

Quality Control Card

Continue to familiarise yourselves with all the documents in the factory office.

Bye for now.

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


yl:history

DDEEBBBBIIOONN HHYYMMAANNContributor

OBJECTIVES

BY THE end of the lesson you should beable to:

1. List three territories which had an active peasantry.2. Describe three factors that facilitated the development of a Caribbean peasant population and the growth of the free village movement in the Caribbean to the end of the 19th century.3. Explain three conditions that hindered the development of a Caribbean peasant population and the growth of the free village movement in the Caribbean to the end of the 19th century.

One of the defining tenets of the BritishCaribbean peasantry was the ability of thepeople to control the land that they used andthe time and labour they employed on thatland. As a consequence of this requirement,the peasantry, in the Caribbean, began after1838 with the freed people who moved off theestates and who established their own smallholdings of an average size of about twoacres. The reasons for the setting up of thepeasantry are many but, at root, they all reflectthe freed people’s desire to move off theplantation, which had been their place ofabuse, and to seek out lives for themselveswhich they controlled.

Additionally, by being skilledagriculturalists, the move to an agriculturallybased subsistence lifestyle was one that gavethem comfort. The development of thepeasantry in the British Caribbean, in terms ofits growth and the ability of the freed peopleto engage in it, was, however, limited by the

unavailability of land. Hence, the peasantrydeveloped only in a few of the territories suchas Jamaica, Trinidad, the Windwards andBritish Guiana. These places had availableland which could have been utilised forpeasant production by the freed people.

From the outset, the growth of thepeasantry was not in keeping with the aim ofthe plantation. This was because bothactivities competed for the labour of the freedpeople. In this context, therefore, one canunderstand that although the peasants did, infact, often work on the plantations as part-time wage earners, in general, theirorientation was in opposition to theplantation. This occurred because they werealways looking for more land to expand thepeasantry and, by so doing, make their labourless available to the estates. Thus, the twomain inputs of the plantation, land and labour,were the two main inputs also required by thepeasantry.

It is no surprise, therefore, that theplantocracy often pursued policies to hamperthe growth of the peasantry and keep itslabour tied to the estates. These policiesincluded strategies like raising the price oflandholdings to make it too expensive for thepeasants (peasants often paid £20 per acre ofland, which could be raised to as much as£200 per acre), as well as to pursue strategiesthat would lead the peasants into a form ofdebt peonage. The effectiveness to thesepolicies were, however, limited by theplanters’ own indebtness and their need tosecure labour through the offering ofincentives to the peasant labour force.

The peasantry was a mixed one and the

peasants pursued a number of economicactivities which were not all tied to their ownplots of cultivated land. To this end, theyfished and carried on shopkeeping andhuckstering, in addition to part-time jobs onthe estates. Their land use differed from thatof the plantation and resulted in the setting upof small holdings and villages away from theplantation. Indeed, in British Guiana, forexample, by 1852 peasant smallholdingswere valued at over £1 million and numberedabout 11,000, while in Jamaica thesmallholdings, under 50 acres, had grown to50,000.

Historians studying the development of theCaribbean peasantry have identified threestages in its growth. First, a period ofestablishment which lasted from 1838 upuntil 1850-60; second, a period ofconsolidation, which followed on and lasteduntil 1900; and, third, a period of saturation,which lasted from 1900 to the present. Duringthese phases, the peasantry established itselfas a force for change in the Caribbean andalso demonstrated that it too was a changingforce. As such, the size of the smallholdingsincreased over time (especially in order toremain as viable units) as the focus changedto cash crops and to the export market. Theconclusion, therefore, is that the peasantrywas always a dynamic force that experienceddifferent phases in its development.

An important developmental aspect of thepeasantry was its move from an activityproviding initial subsistence for the freedpeople to one geared towards the productionand export of cash crops and products. Tothis end, the peasants produced export cropsand products such as arrowroot, cotton,

sugar, bananas, citrus, logwood, rum, spices,coffee, cocoa, ginger and pimento. Thepeasantry also introduced new crops anddiversified the monoculture of the sugareconomies. By their activities they, ultimately,led to a level of self-sufficiency for thecolonies that was never attained in theprevious years under enslavement. Indeed, byremoving the focus from the plantation, thepeasantry directly stimulated the growth of anindependent village life for the freed people,with the associated services and amenitiessuch as churches, schools and markets. Also,the development of the co-operatives in theCaribbean has been traced to this peasantdevelopment.

Ultimately, the growth of the peasantry inthe British Caribbean was one that succeedednot because of, but largely in spite of thecolonial authorities. Since the peasantsconsisted largely of the freed people, and theywere competing with the estates, no realencouragement was given to them by thelocal governments. Agricultural innovationand assistance that could easily have beenprovided by the state were denied thesepeasants. Indeed, it was not until the later partof the 19th century, with the agitation of theperiod and reports like those of the RoyalWest India Commission of 1897 (whichpointed out that the peasantry was “a sourceof both economic and political strength”),were the peasants taken seriously. In spite ofthese realizations, however, little had actuallybeen done in terms of official support, and theCaribbean peasantry has still continued toexist largely because of the resilience of itsparticipants.

CONTIUED ON PAGE 22

The development of thepeasantry, 1838 to 1900


yl:information technology

NNAATTAALLEEEE AA.. JJOOHHNNSSOONNContributor

GOOD DAY, students. This is lesson 26 in our series oflessons. This week, we will look at some key termsassociated with programming, as well as an introduction

to the Pascal language.

There are several programming terms with which you needto be familiar as a future programmer and now as an IT student.These terminologies are explained below.

ALGORITHM

A sequence of steps designed to perform a particular task.Algorithm can be written in any suitable form, such as in aprogramming language or pseudocode.

PSEUDOCODE

An imitation computer program written using mathematicalnotations and English-like statements to describe the logic tosolve a problem or carry out a procedure. See figure 1 below.

FFiigguurree 11

TEST DATA

Data which is used to test a program for errors/special datacreated by a programmer to test the correctness of theprogram. For example, using figure 1, you could have thefollowing test data to test the pseudocode: the value 10 fornum1 and value 5 for num2, which would provide an output of5 as the difference.

DRY RUN

The process whereby a program is checked to ensure that itdoes what it was designed for. Similar to the example shownabove, test data would be used to test the program written tofind the difference of two numbers.

BUG

A software bug is a coding error that causes an unexpecteddefect, fault, flaw or imperfection in a computer program. Seeexample below.

STRUCTURED WALK-THROUGH

A manual trace of the logics of a program using test data.

RUN-TIME ERRORS

These occur when a syntactically correct program statementcannot execute successfully. A common example is attemptingto divide by zero (0).

LOADING

The process of transferring program and data fromsecondary storage to primary storage.

SYNTAX ERRORS

These are errors reported by the compiler/interpreter whenthe rules of the language are not obeyed. (An example of thiswas shown for the explanation of a bug.)

LOGICAL ERRORS

These errors occur when the expected results of a programare not met.

TESTING

This is the process of checking a program for errors. Thisinvolves running and compiling the program, where feedbackwill be provided by the translator.

DEBUGGING

This is the process of testing, locating and correctingmistakes by running the program.

INTRODUCTION TO THE PASCAL LANGUAGE

You would have learnt last week that the Pascal language isa high-level language. Now you are going to learn how to writea program using the Pascal language and appreciate the firststep of the implementation phase (translate the algorithm into aspecific programming language). There are different versionsof the Pascal program such as Ezy Pascal, Dev Pascal, TurboPascal 1.5, Free Pascal, etc. You will work with the oneselected by your teacher. The formats are similar for allversions with a few unique program syntax requirement. I willbe using the Dev Pascal version for the upcoming lessons.

STRUCTURE OF A PASCAL PROGRAM

A Pascal program has three distinct parts:1. The program heading.2. The program block.3. The program terminator (a period).

The program heading is a single statement beginning withthe word ‘program’. The heading assigns a name to theprogram and lists the input and output streams in parentheses.The program block is the body of the program. The block isdivided into two distinct parts:

1. The variable declaration section, where all the variablesand data structures used by the program are defined (shown inprogram as var).

2. The statement section, where all the action statements ofthe program are specified. The statement section isencapsulated within begin and end statements.

CONTINUED ON PAGE 22

Key programming terms


yl:social studies

MMAAUURREEEENN CCAAMMPPBBEELLLLContributor

OBJECTIVES

1. EXPLAIN THE factors that influenceemployment, unemployment andunderemployment.

2. Describe the factors and procedures tobe considered in choosing a job or being self-employed.

EMPLOYMENT

This term refers to persons who receivesalaries or wages for the work they do.

UNEMPLOYMENT RATE

This is defined as the number ofunemployed persons as a percentage of thelabour force, and a person is deemed asunemployed if he/she is seeking and isavailable for work.

UNEMPLOYABLE

This occurs when an individual isunsuitable for employment or is unable to findor, in the worst scenario, keep a job.

UNDEREMPLOYMENT

Underemployed by low hours (orinvoluntary part-time employment) are thosewho are working ‘part time for economicreasons’, including those who are workingfewer than 35 hours per week because theycannot find full-time employment.

Underemployed by occupational mismatch(or overeducated) includes those whoseeducational level is greater than the educationrequired for their present occupation.

SELF-EMPLOYED

A situation in which an individual works forhimself or herself instead of working for anemployer who pays a salary or a wage. A self-employed individual earns his/her incomethrough conducting profitable operations froma trade or business that he/she operatesdirectly.

NOTE

The levels of employment, unemploymentand underemployment are influenced by:

� The availability and the use of capitalthat may be used for investment projects in

order to generate jobs for members of thesociety.

� The level and the range of skills whichare demanded by individuals versus thosewhich are really available.

� The availability and the creation ofmarkets for goods and services, as this will berequired to enhance capital to continue togenerate employment.

� The level of technology which willbecome available to develop a country’snatural resources, which is one of the chiefmeans of creating jobs in a changing world.

� The number of workers available for aparticular sector not matching the availabilityof work in that sector. If there is competition,then many persons may find themselveswithout jobs for quite a long time.

� Prevailing economic conditions; if theeconomy is contracting, there will be higherlevels of unemployment.

TYPES OF UNEMPLOYMENT� Structural unemployment focuses on the

fall in demand for one type of product orservice.

� Frictional unemployment is the timeperiod between jobs when a worker issearching for or transitioning from one job toanother.

� Cyclical unemployment is a type ofunemployment that occurs when there is notenough demand in the economy to providejobs for everyone who wants to work. It is adownturn in economic activity in a given area.

� Seasonal unemployment is a type ofunemployment that occurs after a crop seasonor the tourist season, which results in thelaying off of workers.

� Casual/temporary is where workers oftenhave periods of unemployment between jobs.

� Normal unemployment occurs whenthose who are normally fully employed are outof work.

� Technological unemployment involvesthe effects of automation, mechanisation andcomputerization, which results in the loss ofjobs.

SELF-EMPLOYMENT

ADVANTAGESMany persons love to work for themselves.

The benefits of this include independence andthe freedom to set own goals and work outhow these will be achieved.

DISADVANTAGESThis includes bearing all the risks during

initial start-up and being responsible forcontinued success. The hours of work will belonger and there will be constant need for self-motivation, commitment, sacrifice andcreativity.

Describe the factors and procedures to beconsidered in choosing a job

There are countless careers, but it isimportant to be aware of the types of jobs fromwhich you can choose.

Finding a job that’s right for you isparamount – you’ll enjoy your work, staymotivated and always strive to do your best. Ifyou don’t know where to begin, take a step

back and consider the following as a startingpoint:

� Carry out research, read relevant magazine articles, look at job advertisements.� Know your interests, motivations and work-related values.� Attend career talks and seminars which will help you to find out what are you good at.� Be cognizant of the skills you have and those enhanced by your academic or skill-based degree.� Consider what are the factors that make up a job you’d love to do? What kind of lifestyle do you want?

DISCOVER WHICH JOBS SUIT YOUThink about your transferable skills and

qualities. If you’re empathetic and want tomake a positive difference in people’s lives,then social work may be your calling.

EXPLORE DIFFERENT INDUSTRIESFigure out what industry you’d like to be a

part of; this is an important factor to considerin your job quest.

PERFECT YOUR JOB APPLICATIONOnce you’ve focused your search, working

on your CV and cover letter is next on theagenda.

In order to stay head and shoulders abovethe competition, you must tailor your CVaccording to the job you are applying for.Read the job description and personspecification thoroughly and match your skillsand qualities accordingly.

ACTIVITY1. State five causes of unemployment in theCaribbean.2. Suggest three ways in which groups, individuals and the government may help inacquiring and maintaining job opportunitiesin your country.3. State three reasons you would become self-employed.

Maureen Campbell is an independent contributor. Sendquestions and comments to kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

Beingemployed


yl:principles of accounts

RROOXXAANNNNEE WWRRIIGGHHTTContributor

EXAMINATION TECHNIQUES

CHOOSING EXAMINATION QUESTIONAS AN examination candidate, you must be totally prepared for each exam you are going to

sit. This preparation spans the day you start exploring the syllabus, to the minute you sit in theexamination room and look at the question paper with the opportunity to do the compulsoryquestion, right to the point where you are required to choose the questions you will attempt.

Having started the syllabus, and being far advanced in completing it now, the important thingto note is that the examiner will never set a question outside of the syllabus, and that is thereason for the specific objectives and content. This gives you the advantage of choosingquestions that you should be able to solve by applying the knowledge and principles you wouldhave grasped while doing practice questions.

This week, a worked example is presented below. Pay keen attention to the principles applied.

WORKED EXAMPLE

a) A. Queenie was a customer of B. Cherry. [>1]. From the following information prepared:i. B. Cherry’s account in A. Queenie’s ledger for the month of October 2013ii. Balance off the account.

Theory of double-entry

b) From the following particulars prepare A. Queenie’s:1. Stationery account for the month of October 20132. Balance off the account.

REASONING:

[>1]B. Cherry is A. Queenie’s creditor.

[>2]Trade discount is given to encourage customers to buy their products. It is, however, not recorded in the accounting books.

[>3]The list price is $600 but a trade discount of 20% was given by B. Cherry. We should subtract this discount to know the recorded price.

[>4]Cash discount is given to encourage customers to pay their debts on promptly. It is recordedin the accounting books.

WORKINGS:

SOLUTION:

a) BB.. CChheerrrryy

b) SSttaattiioonneerryy

This is an appropriate point at which to end this week’s presentation but, always remember,“You have to learn the rules of the game, and when you have, to play better than anyone else”.

Look out next week for a presentation on final accounts. See you then.

Roxanne Wright teaches at Immaculate Academy. Send questions and comments tokkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm


yl:mathematics

CCLLEEMMEENNTT RRAADDCCLLIIFFFFEEContributor

IN THIS lesson, we will review matrices.

REMINDERS

� A matrix is a rectangle array of numbers, for example, � The above is a 2 x 4 matrix, with 2 x 4 representing the order.� The order identifies the number of rows (horizontal) and columns (vertical), respectively.

Other examples of matrices are as follows:Please determine the respective orders of the following:

I do hope that your answers are:- (a) 2 x 2 (b) 2 x 1 (c) 1 x 3

An analysis of the types of problems set by CXC wouldsuggest that the following are the usual types set with respectto matrices.

� Application of the arithmetic operations to matrices.� Use of matrices to solve simultaneous equations.� Matrix transformation.

In all these areas, the methods involved are relativelystraightforward. The students who take time out to understand,study and practise them experience very little difficulty. Theareas providing most difficulties are:

� Multiplication of matrices especially 2 x 2 matrices.� Determining the inverse of a matrix.� Application of matrix transformation.

Be warned, be prepared. Please spend adequate time toensure that you are comfortable with them.

We will now review application of arithmetic operations tomatrices.

MATRIX ADDITION

Only matrices of the same order may be added or subtracted.

EXAMPLE:

Given A =

Find (a) A + B (b) B - A (c) A + C

SOLUTION

(c) A + C These cannot be added as the orders are different.

Have you noticed that corresponding elements are added orsubtracted.

Please let us attempt the following together.1) Given the matrices:

Evaluate (a) P + Q (b) P - 2Q

SOLUTION

Find the value of x and y.

SOLUTION

Equating corresponding values:

4 + y = 3 y = -1x - 3 = -1 x = 2

Answer: y = -1 and x = 2

I hope you noticed that corresponding values are the samein equal matrices.

Please attempt the following examples.

EXAMPLE

SOLUTION

(2) Given that

Find (i) A+B (ii) A - C

SOLUTION

(ii) A + C cannot be evaluated as C is not a matrix.

Please continue to practise addition and subtraction ofmatrices. Next week, we continue with multiplication ofmatrices.

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

Matrices 2 1 -1 6

4 4 0 13

(a) (b) (c)

3 0 4 3 7 4

1 1 -1

4 2 B = 7 –1 C = 4

1 3 2 5 3

P = 5 4 Q = -2 5

-1 2 0 3

olution

(a) P + Q = 5 4 -2 5 3 9

-1 2 + 0 3 = -1 5

.. P + Q = 3 9

-1 5

(a) A + B = 4 2 + 7 –1 = 11 1

1 3 2 5 3 8

(b) On your own, prove that B – A is 3 –3

1 2

(b) P – 2Q = 5 4 - 2x -2 5 = 5 4 - -4 10

-1 2 0 3 -1 2 0 6

P – 2Q = 9 -6

-1 -4

2) Given that:

4 -2 + y 6 = 3 4

3 x 2 -3 5 -1

(1) Find the value of: 2 + 3 - 0

7 -2 1

Since 4 -2 + y 6 = 3 4

3 x 2 -3 5 -1

Then 4 + y 4 3 4

5 x-3 = 5 -1

By addingthe left handside,

2 + 3 - 0 = 2 + 3 - 0 = 5

7 -2 1 7 - 2 - 1 4

A = 3 -2 B= 2 0 C = 5 10

1 4 3 -1 7

(i) A + B = 3 -2 + 2 0 = 5 -2

1 4 3 -1 4 3

Answer = 5 -2

4 3

PHOTO BY BRIAN MCCALLA

Chronixx performs during the Kingstion stop ofhis ‘Capture Land Jamaica Part 1’ tour recenty.


BBEERRYYLL CCLLAARRKKEEContributor

LET US begin our discussion of TThhee MMaann ooff tthhee HHoouussee by FrankO’Connor. I enjoy this story and I hope that you do too. Do you knowany family that is similar to the one O’Connor writes about here? Any

family unit that is made up of an adult and a child or, more specifically, amother and a son? If you do, it will probably help you to understand therelationship that exists between these two characters. The single-parentphenomenon is not restricted to Jamaica but occurs worldwide for onereason or another. Our story, as you know, is set in Ireland. TThhee MMaann ooff tthheeHHoouussee focuses on the relationship between an ailing mother and herdutiful 10-year-old son. So, the question that we need to ask ourselves iswhy the word ‘man’, and not boy, is used in the title.

Have you found any reason or reasons for the author’s choice? Weshould identify some characteristics that we associate with a man, forexample, a sense of responsibility, ability to take decisions, ability toprovide (financially and emotionally) for his family, the ability toprotect his loved ones. In what ways can Sullivan be seen as fulfillingthe role of a man?

Let us look at what happens in this work. We are introduced to awoman who is coughing, as she has been doing for some time, and herson who is now concerned about her condition. I trust you noticed his

honesty when he tells us that he had not paid any attention to hercoughing before. This relates, no doubt, to the fact that he is a child.This morning, however, he does not only hear her but sees herdistressing state and realises that his mother is weak and sick. He takesover immediately, assuming the role of the household head. He informsher that she cannot go to work, orders her back to bed and starts to takecare of her as best as he can. By this time, we are all aware that there isno husband and/or father in the home. What has to be done must bedone by Sullivan or not done at all. There is, of course, a thirdalternative – for him to get help from another adult. His sense of duty,love and ability to act causes him to take on her care himself.

This boy does not shirk the responsibility that has fallen to him. Hemakes the tea, a bit too strong, yes; cleans up the kitchen and getsready to go shopping. Remember, he is 10 years old and should begoing to school. By the way, do you get the impression that he isbothered by having to miss school? We can interpret his willingness tostay home with his mother as evidence of his love and concern for herand not as a lack of keen interest in school. I want you, though, toconsider the following which gives us an idea of his attitude to thesituation:

I wasn’t a malicious child by any means, but I liked to be ableto take out my comforts and study them by the light of others’misfortunes.

Later, armed with the shopping list that his mother has had to write,he spends time looking at his school in what he calls ‘quietcontemplation’. What is his conclusion? ‘Of all the profound andsimple pleasures of those days, that was the richest.’

When he returns home, he finds that his mother has a visitor. Hecould have accepted her offer to make the tea, bearing in mind the factthat he was not very competent in making it himself, but he graciouslyrefuses her offer as if he has everything covered.

Miss Ryan frightens him with her talk of pneumonia and thoughscared of going into the unfamiliar territory of a pub, he gets thewhiskey for his ‘mum’.

The last section of the story provides us with much food forthought. He takes the long journey to procure the cough syrup andthen, misled by a little girl, shares the bottle with her so that not a dropof the cough syrup is left for his mother. He forgets his fear of herdying in order to please the girl and because he, too, enjoys the syrup.It is not until it is all gone that he comes to his senses and, quitechild-like, begins to cry. He confesses everything to his mother beforehe goes to sleep and wakes to find that the prayer he offered to Godhas been answered.

Next week, we will continue to explore AA MMaann ooff tthhee HHoouussee. Untilthen, take care and God bless!

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

The Man of the Houseyl:english literature

yl:principles of business

The smallfirm

YYVVOONNNNEE HHAARRVVEEYYContributor

HELLO, AGAIN. This week’s lesson will cover definitions andexamples of the small firm, characteristics of the small firm andthe role of the small firm in Caribbean communities.

Although we have seen that many firms expand and go into large-scale production, there are some that do not increase their size butremain small. In the Caribbean, small firms tend to be more prevalentthan large ones. These small firms exist alongside other large firms.

DEFINITIONS AND EXAMPLES OF SMALL FIRMIt is not an easy task to find one appropriate definition for the small

firm, therefore, many persons use various criteria to identify suchfirms. According to B.M.C. Abiraj, in his book PPrriinncciipplleess ooff BBuussiinneessssffoorr CCXXCC, several definitions of small firms are used in Trinidad andTobago as outlined by the Management Development Centre in Port-of- Spain. These definitions include:

(a) A firm whose total assets, excluding land and buildings, do not exceed TT $500,000.(b) A definition from the Central Statistical Office states that for a firmto be considered small, it should have fewer than 10 employees.(c) A third definition states that a small firm should employ one top manager who should manage the business and perform other functional duties as well.

Examples of small firms include direct services such ashairdressing, small shops, restaurants, small private schools, privatenursing homes, etc. You may wish to do some research and add to thislist of examples.

CHARACTERISTICS OF SMALL FIRMS

1. These are firms which cannot easily be divided into departments, since they lack the space and personnel.2. Workers in small firms do not specialise much, if at all.3. Many small businesses are family-oriented.4. Small firms do not normally have middle-management personnel.The top manager performs all the important duties himself.5. Small firms are often characterised by a wide variety of tasks and skills.6. These firms exhibit many of the characteristics of the sole trader. It would be good if you could revise these characteristics.

THE ROLE OF SMALL FIRMS IN CARIBBEAN

COMMUNITIES

1. Small firms provide employment for many, especially in rural areas.2. They provide services that are either not provided by larger firms or are not adequately or properly provided.3. Small firms provide competition to larger firms, forcing them to be efficient and keep their prices low.4. These firms serve as a means for persons to supplement regular income, e.g., as farmers, fishermen, etc, especially where the nature of work is seasonal.5. Many small firms assist larger firms in ‘breaking bulk’ and in the distribution process, e.g., small-scale retailers.6. Small firms often try out new ideas and expand to become larger firms, to the benefit of the community.7. Small firms can manage the demand of small communities, whereas larger firms may see their demand as insignificant and a waste of time.8. These firms are flexible and, therefore, easily adjust to changes in the community, e.g., changes in the community demand.9. Some businesses are difficult to control on a large scale. Therefore,if it were not for the small firm, these businesses would not exist in some communities, e.g., taxi services.10. Small firms are often linkages to larger firms in the community, obtaining materials from them or supplying them.

CONTINUED ON PAGE 22


yl:history

yl:information technology yl:principles of business

CONTIUED FROM PAGE 16

GROWTH OF THE PEASANTRY: EFFORTS OF THE

FREEMEN

(a) AAppaarrtt ffrroomm tthhee mmiissssiioonnaarryy – supported free villages, manyfreemen bought their own land with money earned from overtimework during apprenticeship. They became subsistence farmers butsold some surplus crops in local markets and, in some cases, grewsugar cane. They eventually developed trading systems (‘higgling’in Jamaica) and exported crops: coffee, ginger and pimento inJamaica; arrowroot in St Vincent; cocoa and copra in Grenada.

(b) TThhee ccoo--ooppeerraattiivvee vveennttuurree iinn GGuuiiaannaa wwaass sshhoorrtt – lived butafter its collapse co-operative members still sought land bysquatting in the interior.

(c) SSqquuaattttiinngg – illegal occupation of Crown lands in remoteareas; common in large territories.

(d) MMeettaayyaaggee oorr sshhaarreeccrrooppppiinngg.. Labourers produced the sugarand profits were shared between themselves and the plantation

owner. This was done mainly in the French islands, St Lucia andTobago. In Barbados and other areas, the freemen grew sugar caneon plantation grounds or small plots nearby, the cane was milledon the estate and the estate owner and growers shared profits.

HINDRANCES

The peasants encountered such difficulties as:(i) lands not being officially surveyed.(ii) colonial governments imposing restrictions on the sale of Crown lands.(iii) the land itself being very often marginal, infertile and remote.(iv) requirement of licences for the sale of export crops.(v) opposition from the planters.(vi) exploitation of land buyers; they were forced to pay excessively high prices for inferior land.(vii) passing of laws restricting the movement of labourers both within a particular colony and between the various Caribbean islands.(viii) paying for costly licences to sell sugar and coffee and for making charcoal.

ACTIVITY

EXTENDED WRITING

Imagine that you are a journalist in Trinidad in the 1890s andyou’ve been assigned to the newspaper, The Economic Times.Write an article for publication in which you examine the factorsthat led to the development of the peasantry and the obstacles thathindered its development. Include in your article the impact of thepeasantry on the British Caribbean economy and society.

SOURCES1. AA PPoosstt EEmmaanncciippaattiioonn HHiissttoorryy ooff tthhee WWeesstt IInnddiieess - Isaac Dookhan2. FFrreeeeddoommss WWoonn:: CCaarriibbbbeeaann EEmmaanncciippaattiioonnss,, EEtthhnniicciittiieess aanndd NNaattiioonnhhoooodd - Hilary Beckles & Verene Shepherd3. NNootteess oonn PPeeaassaanntt DDeevveellooppmmeenntt iinn tthhee WWeesstt IInnddiieess ssiinnccee 11883388- Woodville Marshall

Debbion Hyman is an independent contributor. Send questions and commentsto kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

CONTINUED FROM PAGE 17

‘Begin’ and ‘end’ are examples of keywords used in Pascal.Keywords (or reserved words) are words that have specialmeaning in Pascal and can only be used in the predefined context.That is, they cannot be used as variable names or in any othercontext. Other key words are: program, type, var, const, read,write, readln, and writeln.

When you are adding comments to your program, they areincluded between parenthesis { } or between (* *) and can spanmultiple lines.

Below is a table comparing the keywords of a pseudocodeversus the keywords used in Pascal.

KEY DISTINCTIONS IN PASCAL

� The difference between READ and READLN.There is no difference between read and readln when working

with numeric values such as 2, 6 and 10. The difference applieswhen working with string values or characters on different linessuch as ‘A’, ‘B’ and ‘C’. When the computer reads the first letter(‘A’), if you use the keyword READ, the program will not move tothe next line to read B and C. So the keyword readln is used toread in such values.

� The difference between WRITE and WRITELN.The keyword write outputs text or values to the screen in a

single line leaving the cursor positioned at the end of line. On theother hand, writein, which means write line, outputs text or valuesto the screen in more than one line, leaving the cursor at thebeginning of the next line, instead of at the end of the current line.

For example, if you were outputting the sentence ‘My FirstProgram’.

Using the write keyword it would look like this:-

Using the keyword writein it would appear on the screen likethis:-

TRANSLATING PSEUDOCODE INTO PASCAL CODE

1. The first step in translating an algorithm into Pascal code isto make a list of all the variables used in the algorithm anddetermine their data type (i.e., the type of values that each variableis to store).

2. Translate the pseudocode into Pascal code based on thePascal structure you were given above.

We have come to the end of this lesson. Remember, if you failto prepare, you should prepare to fail.

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

PSEUDOCODE KEYWORDS PASCAL KEYWORDS

1) The word Start is used to begin an algorithm The word Begin is used to start a Pascal program

2) The word Read is used to input values The words Read and Readln is used to input

values

3)Multiplication * and Division / Same

4) Assignment Symbol Assignment symbol :=

5) To display results/messages: Print, Display,

Output

To display results: Write or Writeln

6) To end an algorithm the word Stop is used To end a Pascal program the word End followed

by a full stop is used. (End.)

Using the keyword Writeln it would appear on the screen like this:-

My

first

program.

__

The words are displayed on

separate lines and cursor is

positioned at the beginning

of the next line.

My first program. __ The Cursor is

positioned at the

end of the line.

CONTINUED FROM PAGE 21

Now go through this lesson again, do some additionalreading on the topic, then write an outline to the followingquestion:

(a) Define a ‘small firm’. ((22 mmaarrkkss))(b) Give two examples of small firms. ((22 mmaarrkkss))(c) Discuss four characteristics of small firms. ((88 mmaarrkkss))(d) Explain four important roles of small firms in your local community. ((88 mmaarrkkss))

TToottaall:: 2200 mmaarrkkss..

Remember that in answering questions, where you areasked to explain or discuss, you must endeavour to expandon your points in order to gain full marks.

Next week, the lesson will cover the reasons for remainingsmall, the advantages/benefits open to small firms and thedisadvantages/challenges faced by them. Take care untilthen.

Yvonne Harvey teaches at Glenmir High School. Send questions andcomments to kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

“You are always astudent, never a master.

You have to keepmoving forward.”

- Conrad Hall

Education

Cxc revision