YOUTHLINK MAGAZINE | FEBRUARY 7-13, 2012 11

YYVVOONNNNEE HHAARRVVEEYYContributor

IT’S GOOD to be with you all again. This lessonbegins a new section of the syllabus: Marketing.We will begin by distinguishing between the

terms marketing and market, and then we will lookat marketing activities and describe the marketingmix. The lesson will conclude with a look at marketresearch. Enjoy reading the lesson.

WHAT IS A MARKET?A market exists under any condition where

buyers and sellers are in contact, directly orindirectly, for the purpose of exchanging goods andservices. The four elements of the market arebuyers, sellers, goods and services, and price. Ifany of the elements is removed, then the market willnot exist.

The term market is also used to describe theextent of the demand for a commodity. Hence, alarge market means that there is a large demand forthe good or service.

WHAT IS MARKETING?Marketing refers to the set of human activities

and efforts which are interrelated and focused onbringing the goods and services to the consumer. Ithas to do with getting the right goods to the rightpeople at the right price and at the right time in themost profitable and efficient manner.

MARKETING ACTIVITIESThese include: market research, pricing,

packaging, branding, sales promotion, advertisingand distribution.

THE MARKETING MIXThis refers to everything a firm can do to

influence the demand for the product. It is acollective term that is used to refer to the wholerange of marketing activities, techniques andstrategies that a firm uses to reach its target market.

The variables of the marketing mix can easily beremembered by referring to the four Ps: Product,Price, Place and Promotion.

Product – The good or service that the consumer wants.Price – Profit is usually incorporated in the price.

Place – Product must reach the place where thegood or service is required - distribution.

Promotion – This refers to the ways in whichconsumers are made aware of the availability of theproduct or service and the qualities it has.Advertising is the most visible aspect of productpromotion.

Recently, another ‘P’ has been added to make itfive Ps instead of four. People have been added.With the four Ps, the order would be product, price,promotion, place. Now, where would you putpeople? Think about it.

MARKET RESEARCH

CONCEPTThe marketing concept requires that a firm be

aware of customers’ needs to try to meet thoseneeds and to attempt to make a profit in theprocess.

Market research assists the firm to meet the goalof the marketing concept by helping the process offinding out what the consumer wants.

Market research investigates what consumers arebuying or are likely to buy in the future. It isnormally done before the advertising campaign.Sometimes it is carried out after the product is wellestablished in order to assess and improveadvertising and evaluate product performance.

REASONS FOR CONDUCTING MARKETRESEARCH

Market research will help in making decisionsabout:

m where to sell a good or servicem how to sell itm consumer tastes – that is, which customers need the product and exactly what they want and what they dislikem how to price the productm how to promote the productm competition - who are the competitors in the market place and what they are doing

m what the size of the market ism consumer behaviour – how consumers will react to certain conditions or when faced with certain factors. In other words, market research helps us to see what influences the consumer.

DEFINITIONMarket research refers to a systematic approach

to collecting information, recording and analysinginformation collected and adopting the informationto the marketing plan of the business.

TYPESMarket research includes the following

types of research:

ADVERTISING OR MEDIA RESEARCHThis is research to see the best means of

advertising at the lowest cost. It can also bedone after the advertising campaign to testhow successful the campaign was in termsof increasing market share.

BUSINESS AND ECONOMICRESEARCH

This is done to study the trends inbusiness, prices and location of plants anddistribution centres. It also studies thechanging economic conditions which affectthe business.

PRODUCT RESEARCHTo test how consumers will accept new

products or changes in existing products.

DISTRIBUTION RESEARCHTo look at the effectiveness of the

channels of distribution of the product.

PACKAGING RESEARCHTo test the design, colour and other

physical features of the package.

SALES RESEARCHTo test the potential size and makeup of the target

market in terms of age, sex, income, etc.

CONSUMER RESEARCHTo find out why consumers prefer some goods

and services to others and to research the size ofthe market. It also involves research to see if thereare any changes in people’s incomes, tastes orbrand loyalty.

That’s it for this week. Keep safe until next timewhen I will continue with topics related tomarketing.

Bye for now.

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

yl:Principles of Business

Marketing

YOUTHLINK MAGAZINE | 12 FEBRUARY 7-13, 2012

NNAATTAASSHHAA TTHHOOMMAASS--FFRRAANNCCIISSContributor

IN LAST week’s class we began ourdiscussion on writing a report. Thisweek we shall be continuing with a

look at the newspaper report.

The content of newspaper reportsincludes news stories, investigative,weather and sports reports. Newspaperreports select relevant and interestingdetails. This type of report may containthe opinions and impressions of thewriter; however, it must also be factual.There must be a balance between factsand opinions.

STRUCTURE OF A NEWSPAPERREPORT

The general structure of a newspaperreport is as follows:

HEADLINE An attractive headline is used to

capture readers’ attention.

INTRODUCTION The most important pieces of

information are usually placed at thebeginning of the report. It should answerthe five journalistic questions (who,what, when, where and how).

BODYo More details are presented.o Different viewpoints are presented.o Quotes by witnesses or people involved may be used.o Background information may be included.o Reference to earlier events may be recalled.

CONCLUSION A summary of the report is given and

what happens next may be suggested.

Take a look at the following excerptfrom a sports report. How many of thefeatures listed above do you see in thereport?

CCaallaabbaarr aatthhlleetteess lleeaadd rreeccoorrdd--bbrreeaakkiinngg ddaayyPublished: Sunday | January 8, 2012 (Sunday Gleaner)

RRAAYYMMOONNDD GGRRAAHHAAMM Gleaner Writer

CALABAR HIGH School Class Oneathletes Ashinia Miller and FedrickDacres, who registered greatperformances for the country last year atinternational junior meets, continuedfrom where they left off as they wereinvolved in two record-breakingperformances at the 19th staging of theJC/Wata Development track-and-fieldmeet at Jamaica College yesterday.

In total, seven records were broken onthe field and one equalled on the track.

A gold medallist at the Junior Pan AmGames in Florida last June, Millerlaunched 18.18 metres to take home theboys’ Class One shot put.

Minutes later, his teammate, Dacres,winner of the gold medal in the discusevent at the World Youth Championshipslast June, proved that he will be hard tobeat this season as he threw 60.67metres to put his name in the recordbooks and capture the event.

Calabar accounted for another recordin the Class Two discus where AndréBeckford threw 46.88 metres.

Two other national juniorrepresentatives were also involved inrecord-breaking performances.Holmwood Technical’s Gleneive Grangeand St Jago High’s Kellyann Knibb bothshared the record in the girls’ Open shotput, with identical throws of 13.82metres. Joining them in the recordbooks were the Edwin Allen pair ofDaneielle Thomas and Paula Ann Gayle.Thomas won the Class One discus witha throw of 46.26 metres, while Gaylethrew 40.89 to win in Class Two.

On the track, St Elizabeth TechnicalHigh School athletes Aleitha McLaughlinand Dwayne Hibbert recorded doublewins. After capturing the opening eventof the meet, the girl’s 3000m Open in11:02.08, McLaughlin returned tocapture the Class Two girls’ 1500 metresin 5:08.58. Hibbert stopped the clock at16:11.73 to win the boys’ 5000m Open,then returned to seal the double bytaking the Class One 1500m in 4:19.05.

Now that you have read the report atleast twice you should be able to answerthe following questions:

o What is this report about?o What are the salient features of the report?o Do you find this report effective? If not, give reasons.o What was missing, for example?

Share this article with a friend orclassmates and have a discussion on themain points raised in the report.

Have a blessed week!

Natasha Thomas-Francis teaches at GlenmuirHigh School. Send questions and comments tokkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

Writing a report yl:English Language

(part 2)

Nova Hamilton (centre) of Flow TV is flanked by Richie Stephens (left) and Gentleman (right) backstage atthe Jamaica Jazz and Blues Festival. Platinum sponsors Flow partnered with HBO to produce a special onJamaica’s 50th anniversary of Independence.

YOUTHLINK MAGAZINE | FEBRUARY 7-13, 2012 13

RROOXXAANNNNEE WWRRIIGGHHTTContributor

YOU NEED to be taking your preparation for external examinations seriously by now, and you should bepaying close attention to your study timetable to accommodate adequate time for each subject.

As we continue to assist in this phase of your studies, we present a worked example of a question toenable exposure to the different principles needed to solve a particular question. Pay keen attention to thefollowing and be sure to go through it in a timely manner with a view to recall and apply the relevant skills.

QUESTIONJack and Kerrie traded separately up to December 31, 2010, at which date their balance sheets were as

shown below:

Purchase ofbusiness

yl:Principles of Accounts

Jack and Kerrie agreed to amalgamate their businesses and become equal partners as from January 1,2011. It was agreed that:

1. The partnership should take over all assets and liabilities of the two businesses except for the premises belonging to Jack and the loan owed by Kerrie.

2. Equipment should be re-valued at $36, 000 for Jack and $30, 000 for Kerrie.

3. $1, 200 of Kerrie’s debtors were bad and should be written off.

4. Goodwill was to be valued at $18 000 for Jack and $14 400 for Kerrie.

5. All other items were to be taken over by the partnership at the balance sheet values.

YOU ARE REQUIRED TO:a. Draw up the two capital accounts for the partners showing clearly how the final balances at January 1, 2011 are obtained. [>2]

b. Prepare the balance sheet of the partnership as January 1, 2011.

c. Briefly explain the meaning of goodwill.

REASONING:The symbol [>] beside the information within the questions must be treated as explained below.

[>1]i. This is bank overdraft.ii. It must be shown in the partnership balance sheet as a separate balance under current liabilities.ii. It is not to be combined with the bank balance brought over by Jack.

[>2]Capital account should show the assets and liabilities taken over by the partnership, i.e., in the

partnership books:Dr. Assets

Cr. Capital (Jack or Kerrie respectively) andDr. Capital (Jack or Kerrie)

Cr. Liabilities

C. Goodwill can be defined as the benefits derived from a favourable reputation among customers. It iscomposed of a variety of elements including location of the business premises, efficiency of the firm andreputation of the service and/or goods offered.

Visit with us next week when the presentation will be interpretation of final accounts. See you then.

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

YOUTHLINK MAGAZINE | 14 FEBRUARY 7-13, 2012

HHYYAACCIINNTTHH TTUUGGMMAANNContributor

THE PURPOSE of the factory officeis to coordinate the activities of theproduction process to allow for

maximum efficiency and to make qualityproducts in the required quantities. Thesize of the factory office is generallydetermined by the manufacturing orproduction activities that take place in acompany. In a large company, there isusually a production departmentmanaged by a production manager whooversees -

m Manufacturing of articlesm Organisation and management of the factorym Factory and production planningm Dispatch and transportationm Stock roomm Maintenance of good office services

THE FACTORY OFFICE & OTHERDEPARTMENTS

SALES DEPARTMENTIt is important that the factory office

maintain a close relationship with thesales office so that when orders aremade, the sales department will checkcarefully and present to the accountantfor clearing (or verification and creditworthiness). Sales invoices are thenprepared, after which copies are sent tothe dispatch and transport section of thefactory office for processing.

PURCHASING DEPARTMENTIt is the responsibility of the

purchasing department to obtain toolsand materials for the factory. Therefore,the factory office clerk should be inconstant dialogue with the purchasingdepartment reporting on the status ofthese. If the factory experiences difficultyin obtaining constant supplies of rawmaterials from its suppliers, the‘Progress Chasing’ clerks work diligentlywith the purchasing department to locatethe materials or to find suitablesubstitutes. The aim is to keep theproduction line going, thus ensuring thecustomer of continued supplies of thecommodity.

STOCKROOMThe stockroom is essential to the

production department as itemsproduced must be carefully stockedaway until they are ready to bedispatched to various customers. Rawmaterials, too, need to be stocked insufficient quantities so that theproduction process is not jeopardized.

ACCOUNTS DEPARTMENTThe accounting department must be

involved in the estimating, costing andgeneral budgeting activities for goodsproduction. A factory office clerk must,in some cases, record factory workers’hours of regular and overtime work andthe information passed on to theaccounts department for payment to beprepared.

HUMAN RESOURCESDEPARTMENT

This department is responsible for therecruitment, selection, orientation andinduction of workers, as well as theirwelfare and ongoing training.

FUNCTIONS OF THE FACTORYOFFICE

ORGANISATION OF PRODUCTIONACTIVITIES

The major function of the factoryoffice is the organisation of productionactivities. This is because the officebrings together production principlesand processes, production staff,production procedures, productionmaterials, machinery and tools,

company policies and objectives as wellas statutory rules and regulations in thecreation of articles for consumption.

The office, therefore, hasresponsibility for:

a. planning and supervising all types of manufacturingb. maintaining suitable procedures for the control of productionc. maintaining an appropriate level of discipline in the factoryd. maintaining the factory, including power supply, plant, equipment, machinery, tools and buildingse. maintaining an excellent transportation systemf. suggesting ways in which improvements can be made

IMPLEMENTATIONProduction planning is just one major

function of manufacturing goods.Implementation requires the control ofvarious activities. The two importantactivities are:

a. instructing supervisors with regard to what is to be produced and whenproduction is to commenceb. discuss the method of how production is to be utilised e.g.:

i. Batch production - the making of a number of similaritems at the same time. For example, a batch of an item is produced for a week and then the production team moves on to something else.

ii. Mass/Flow production - this involves the production of large quantities of goods to cater to a mass demand. Clothing, shoes and cars are usually mass produced. This method is referred to as an assembly-line operation.

iii. One-line production - from time to time, factories sign contracts with customersfor the production of single ‘non-repeated’ products, as well as a few articles of a similar design, for example, a piece of furniture or a piece of artwork.

Next week we will look at thedocuments used in the factory and theduties of the factory clerk. Until then, seeyou.

Hyacinth Tugman teaches at Glenmuir HighSchool. Send questions and comments to kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

Factory controloffice

yl:Office Administration

PHOTO BY JANET SILVERA

Richie Stephens (right) and Gentleman during their performance at the Jamaica Jazz and Blues Festival atThe Trelawny Multi-purpose Stadium on Friday, January 27.

YOUTHLINK MAGAZINE | FEBRUARY 7-13, 2012 15

MMOONNAACCIIAA WWIILLLLIIAAMMSSContributor

AVERY BIG welcome to you all! What a great day to be alive!Come on, take a deep breath and rejoice in your being alive onthis great day! As we continue our lesson on nutrition in

animals, let us give God thanks for the ability to see and the ability toread. You will find that being grateful helps to reduce the stresses oflife!

This week we will be looking at human dentition. As soon as yousee the word dentition the first thing that should come to your mind isthe word teeth. Yes, we are going to look at teeth, the different types ofteeth as well as the structure of teeth.

WHY DO WE NEED TEETH?Teeth are important for the ingestion and mechanical digestion of

food. They are used to bite off pieces of food and chop, crush andgrind food into smaller pieces. This gives food a larger surface area,making it easier for its chemical digestion by enzymes to take place.

The tooth is divided into two regions:1. Crown - the portion of the tooth above the gum.2. Root - the portion of the tooth below the gum.

The crown is covered by a hard layer called the enamel. Enamel isthe hardest substance made by animals. It is difficult to dent or chipbut it can be dissolved by acids. In humans, bacteria present in themouth feed on the sweet foods left on the teeth. When they do this theyproduce acid which will react with the enamel, causing it to dissolve.This produces cavities, causing the tooth to decay.

Under the enamel is dentine. Dentine is similar to bone, making ithard but not as hard as bone. Dentine contains living cytoplasm.

In the middle of the tooth is a space known as the pulp cavity. Thepulp cavity contains the nerves and blood vessels. The blood vesselssupply the living cytoplasm with food and oxygen. The presence of thenerves makes the tooth sensitive to heat, cold and pain. This is thegenesis of the toothache!

The root of the tooth is covered with cement. This has fibresgrowing out of it. The fibres serve to attach the tooth to the jawbone.

WHAT ARE THE DIFFERENT TYPES OF TEETH?There are four different types of teeth. These are:

INCISORSEach of these is shaped like a chisel and they are used for biting off pieces of food.

CANINESThese are similar to incisors but they are more pointed. They are also known as ‘eye teeth’. In carnivores, these teeth are very pointed and are used for tearing meat.

PREMOLARSThese have wide, flat surfaces for grinding food. They come before tthe molars.

MOLARS

Similar to premolars with wide flat surfaces, these are used forgrinding food.

The number and types of teeth found in an animal’s buccal cavitycan be recorded using a dental formula.

DENTAL FORMULA FOR ADULT HUMANi 2/2 c1/1 pm2/2 m3/3

The dental formula is written with one half of the number of teeththat the animal should have. The numbers on top represent the teeth inthe top jaw and the number at the bottom represents the teeth presentin the bottom jaw.

Humans have two sets of dentition during their lifetime. The first isknown as the ‘milk dentition’. These are the first set of teeth and theyare usually shed by the time the child is about six years old. Molars

are not present in the milk dentition. The second set is known as the

permanent dentition and these new teeth replace the milk teeth.

Additionally, the 12 molars appear at this time; eight of themappearing first and the last four being the final ones to appear. Theseare known as the wisdom teeth.

Teeth need to be properly cared for to prevent them from gettingcavities. This means that the diet needs to be balanced and shouldcontain calcium, phosphorus, Vitamin D and small quantities offluoride. Teeth must be cleaned regularly and well in order to preventthe action of bacteria. Remember that bacteria can produce acidswhich can destroy the enamel. This will produce cavities, leading totooth decay.

Next week we will look at the process of digestion. See you then!

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

Nutrition in animalsyl:Biology

YOUTHLINK MAGAZINE | 16 FEBRUARY 7-13, 2012

FFRRAANNCCIINNEE TTAAYYLLOORR--CCAAMMPPBBEELLLLContributor

MAIN POINTSm Concentration is expressed as the amount of solute in a given volume of solution.m Concentration is expressed in units of moles of solute in 1dm3 of solution (mol/dm3).m Mass concentration is the mass of the solute in 1dm3 of solution (g/dm3).

A standard solution is a solution, the concentration of which,in mol/dm3 is known or can be calculated.

For example: Calculate the mass of sodium carbonateneeded to make up 500cm3 of a 0.20M solution.

M (molarity) is the number of moles in 1dm3, that is mol/dm3.Thus, 0.2M = 0.2 mol in 1000cm3 (1dm3)

X mol == 500cm3

X = (500x0.2)/1000 = 0.1 molMr of Na2CO3 = 106g, thus the mass of 0.1 mol = 106x0.1 = 10.6g10.6g of Na2CO3 dissolved in 500cm3 has a concentration of

0.2M

ALTERNATIVE METHODWhat mass of NaOH is needed to make up 250cm3 of a 2M

solution?2M = 2 mol in 1000cm3 (1dm3)

Mr of NaOH = 40g then 2 mol == 80g80g = 1000cm3

Xg = 250cm3

X = (250*80)/1000 = 20g of NaOH

CONCENTRATION CALCULATIONAs stated earlier, concentration can be expressed in

mol/dm3 and g/dm3.For example: What is the concentration of 20cm3 of

sulphuric acid containing 0.25 mol H2SO4?0.25 mol == 250 cm3

x mol == 1000cm3 (1dm3)x = (0.25x1000)/250 = 1 mol concentration = 1 mol/dm3

Calculate the concentration in g/dm3 of the same solution.Since, 0.25 mol H2SO4 is present in 250cm3

Mr of H2SO4 = 98g mass of 0.25 mol = 98x0.25 = 24.5gThus, 24.5g === 250cm3

X g ==== 1000cm3

X = (1000x24.5)/250 = 98g concentration = 98g/dm3

ALTERNATIVE METHODSince the concentration = 1 mol/dm3

Concentration in g/dm3 = 1 mol/dm3 x Mr = 1 mol/dm3 x 98g/mol = 98g/dm33

The real test of this topic comes in its application to titrationproblems.

Consider the following: 24 cm3 of H2SO4 of concentration5.20g/dm3 was titrated against NaOH solution and required 25 cm3 of NaOH for complete neutralisation. Calculate theconcentration of the NaOH solution.

First, a balanced equation is needed to determine the moleratio in which the reactants combine

2NaOH (aq) + H2SO4(aq) = Na2SO4(aq) + 2H2O(l)2 mol of NaOH react with 1 mol of H2SO4. Ratio is 2:1Concentration of H2SO4 in mol/dm3 = (5.20g/dm3)/98g/mol = 0.053mol/dm3

Next, calculate the number of moles of H2SO4 in 24cm30.053mol H2SO4 == 1000cm3 (1dm3)x mol == 24cm3

x == (24x0.053)/1000 = 0.00127 mol

Since NaOH reacts with H2SO4 in the ratio 2:1Then, the number of moles of NaOH that would have reacted = 0.00127 x 2= 0.00254mol0.00254 mol NaOH is present in 25cm3

x mol === 1000cm3

x = (1000x0.00254)/25 = 0.102 molConcentration = 0.102 mol/dm3

Concentration in g/dm3 = 0.102 mol/dm3 x Mr = 0.102 x 40 = 4.07g/dm3

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

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nsyl:Chemistry

Damion Crawford (right), minister of state for tourism and entertainment, shares a laugh with Flow’s Thomas Chin in the Flow Skybox at the Jamaica Jazz andBlues Festival. Flow was a platinum sponsor of the event.

YOUTHLINK MAGAZINE | FEBRUARY 7-13, 2012 17

MMAARRJJOORRIIEE HHEENNRRYYContributor

I ENDED the last lesson with some guidelines in describing settlement. Using those guidelines, identify the settlements shown in this map section taken from the extract of Pointe Michel in the Lesser Antilles.

Describing settlementsyl:Geography

Compare the pattern of the settlement at the town/city of Berekuawith those at the other towns shown – Hagley, Montine, Powell andPicodeau. Do you see any difference in them?

Like with vegetation, you are required to explain the relationshipamong the patterns of settlement and relief. The rule is that you mustshow a link between both. For example, from the small section of themap shown above you can note that the nucleated settlement ofBerekua is found on the lowland along the coast. The linear settlementpattern at Montine follows the road and is on a steep slope.

Related also to settlement is a description of the site or location.Each settlement has both. You can be asked to describe them. The siterefers to the land on which the settlement is built; refer to the town ofBerekua in the map section above. The site for that is to the east sideof the island on a narrow belt of land sloping gently towards the coast.Location refers to the position of a settlement in relation to otherplaces.

You must also be able to describe communication, that is, theconnection between places along which people and goods can travel.This refers primarily to the roads and, in some instances, to railwaysand air transport. Again, you must be guided by the information given

in the legend to identify the different forms of communication presenton the map extract. Look for the symbols that represent each. Differenttypes of roads are shown on a map. Here is an example from thelegend of a map of part of Jamaica, taken from MMaapp RReeaaddiinngg ffoorr tthheeCCaarriibbbbeeaann by John Macpherson:

A relationship can be identified between the type of road and relief.Using the key above, for example, Main Class A Roads are usuallyfound on flat lands or gently sloping lands while Parochial Bridle maybe associated with rugged and hilly terrain. My advice to you remainsas before, study the map and be aware of the relief of the land and linkthat with the type of road present.

Land use is the last aspect of description you must be able to do.This, in essence, is an indication of how man uses the land. However,for natural drainage it involves all that has been discussed: agriculture,settlement and communication. Add to these industrial andrecreational uses and services. The symbols in the legend will help

you to identify what is represented on the map. Factories of differenttypes and refineries are some examples of industrial uses, whilerecreational uses include games or playing fields, arena and golfcourses. Post offices, police stations and hospitals are examples ofservices.

Land use is also described in relationship to other things – forexample, areas under cultivation in relation to settlement, drainage andrelief. In a situation like this, you would discuss:

m The importance of settlement to the cultivation of crops – to provide labour; a possible source of marketm The importance of drainage – the rivers provide water for irrigationm The importance of relief – flat or gently sloping lands for easier cultivation of the land and the transportation of the goods.

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

YOUTHLINK MAGAZINE | 18 FEBRUARY 7-13, 2012

DDEEBBBBIIOONN HHYYMMAANNContributor

OBJECTIVESAt the end of the lesson students should be able to:

1. Discuss four factors that created the crisis in the British Caribbean sugar industry in the late nineteenth century.

2. Describe four measures taken to resolve the crisis in the British Caribbean sugar industry – late 19th century and early 20th century.

This week’s lesson will take the form of newspaper articles.There are three such articles included.

PLANTERS WEEKLYDecember 15, 1875Volume 16 Issue 2

HHeellpp oonn tthhee wwaayy –– sseevveerraall nneeww mmeeaassuurreess ttoo ssaavvee ssuuggaarr iinndduussttrryyPlanters in Jamaica and the rest of British Caribbean are

breathing a sigh of relief as several new measures have beenformulated to save the ailing sugar industry. Beginning next week,the colonies will begin exporting sugar cane to Canada, one of thenew markets sourced by the British government to sell thecommodity. There will also be the introduction of centralisedfactories and the appointment of several botanists to the islandsof Jamaica, British Guiana and Barbados. This is in a bid tointroduce scientific agriculture, specifically the use of newvarieties of cane, more efficient planting methods and the use offertilizers.

British Caribbean planters have experimented with severalmeasures in a bid to save the sugar industry but most have notproduced the desired results. These earlier measures included

planters accessing British government loans to help withmechanisation, assist with immigration schemes and improvecommunication. The planters have also tried amalgamatingestates and reducing the wages of workers in a bid to cutproduction costs.

It is hoped that these new measures will assist the planters,especially those in Jamaica whose sugar industry is on the vergeof collapse. British Guiana and Trinidad have benefittedtremendously from the earlier measures and it is hoped that thisis the time for Jamaica’s turnaround.

PPllaanntteerr tteellllss aallll –– ssaayyss ssuuggaarr ccrriissiiss wwoorrsseenniinnggThe government will unveil later this week several new

measures to revive the ailing sugar industry. Many planters,however, are of the opinion that the measures will do very littleand are predicting further gloom and doom. Below is an excerptof an interview done earlier this week with Mr John Barrett, ownerof Barrett’s Estate, the largest sugar plantation in St James. Barrettpaints a dismal picture for the sugar industry.

IInntteerrvviieewweerr:: The government has formulated several measuresto revive the sugar industry, how beneficial are these newproposals?

JJoohhnn:: I see them doing very little as Jamaica’s sugar industry isin a bad state.

Inntteerrvviieewweerr:: I was of the opinion that the island had recovered.

JJoohhnn:: Recover, hardly. If anything, I believe we have gottenworse. Planters have not recovered from the effects of the SugarDuties Equalization Act (1846), competition from cheap sugarproducers such as Cuba and Brazil, and the competition that wehave received from European beet sugar. In addition, our problemof inefficiency still exists as many planters have failed tointroduce centralisation or mechanisation.

IInntteerrvviieewweerr:: I guess the problems are quite immense. Whatsuggestions could you offer the government that you believemight save the industry?

JJoohhnn:: Let me be honest, the only solution would be an act ofGod. The future of Jamaica, and let me say the Windward Islandssugar industries, seems grim.

FFaaccttoorrss wwhhiicchh ccrreeaatteedd ddiiffffiiccuullttiieess ffoorr tthhee ssuuggaarr iinndduussttrryy iinn tthheeBBrriittiisshh CCaarriibbbbeeaann,, 11885500--11990000

The sugar industry in Jamaica and the British Windwards wasonly profitable in the 18th century due to the lack of competition.Sugar in these territories was always produced inefficiently. Thehigh cost of production was due to (i) small working units (ii)absenteeism (iii) lack of mechanisation (iv) poor sugar soils (inthe mountainous Windwards) and the lack of large areas of flatland.

The decline of sugar in the Windwards and Jamaica beganprior to 1850. This was caused by (i) Britain’s loss of NorthAmerican colonies in 1783; consequent increase in cost of estatessupplies thereafter purchased from Britain (ii) abolition of theslave trade (1807) (iii) slavery (1834) produced increase labourcost and/or labour shortages. By the mid-19th century, however,the sugar industry would be impacted by the effects of the SugarDuties Equalization Act (1846), competition from cheap sugarproducers such as Cuba and Brazil and competition fromEuropean beet sugar. In addition, the problem of inefficiencyresulting chiefly from technological backwardness and alsofactors of production continued the unprofitability of sugar caneproduction.

Debbion Hyman teaches at St Hugh’s High School. Send questions andcomments to kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoommTh

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yl:History

JANET SILVERA

Chairman of the Art of Music Productions,Walter Elmore, and his ex-wife Coleen Del Terzo at the record-breaking Jamaica Jazz and Blues Festival Friday, January 27.

YOUTHLINK MAGAZINE | FEBRUARY 7-13, 2012 19

yl:English Literature

BBEERRYYLL CCLLAARRKKEEContributor

DID YOU havesome fun makingmusic from

TThheemmee ffoorr EEnngglliisshh BB? Iknow that you have beenwondering when we would begetting back to OOlldd SSttoorryy TTiimmee; well,this week is just the time for doing so.

At the end of our last class, I had asked youto trace the conflict between Miss Aggy and oneother character. In doing that you would have come toknow something about both of them, as well as see howtheir interaction contributed to the development of the play.Let us take, for instance, the situation between Mama and Len;we are able to follow, firstly, their relationship and secondly, theimpact of this on the story. We learn early in the play that, as a mother,Miss Aggy has great ambitions for her son and this includes that hetakes ‘his books’ very seriously. He is to spend as little time away fromhis studies as she can guarantee, and he is not to become involvedwith any of the local children, certainly none of Pearl’s calibre. Theharshness with which Len is treated tends to mask his mother’s lovefor him and leads to an uneasiness and lack of trust between them.

Have you considered that if they had been closer, Len would,perhaps, have told his mother not to take the things she did to him atschool? What about how he was treated by others when, in obedienceto her wishes, he wrote to Margaret. We are made aware of theestrangement between mother and son when we hear about Lois fromPa Ben. Here it becomes obvious that there is some conflict in theirrespective outlooks on life.

Remember, Mama hates anything that is black. We, as members ofthe audience, can see trouble brewing on the horizon. Mama is not

goingto be

pleased to hear ofor meet Lois. Len does

not maintain closecommunication with his mother, no

doubt because of this. The consequence is thatshe begins to think that it is because someone has

used obeah on her son. Her idea is confirmed when she seesthe picture of his wife, a black woman. In her mind, such a thing asLen marrying a black woman could never have been possible after allher efforts to the contrary, unless obeah had been used. Had therebeen openness between mother and son she would have already metLois and, more important, would have learnt of how Len had met herand her father and of how wonderful they had been to him.

The conflict between them is, for the most part, an unacknowledgedone; that is, there is no open quarrel for a long time. Miss Aggyusually speaks her mind while Len, out of respect and love, silentlydisagrees. She abuses his wife and Len, caught between the women heloves, suffers from headaches. The conflict is rooted in Miss Aggy’sworship of white people and her inability to find anything good in herown race and colour. Her son, who has been at the receiving end ofracial cruelty and knows as well that whites are no better intellectuallythan blacks, cannot agree with her.

His ownexperience has taught him

that there are good black people.There is Pa Ben, a trustworthy neighbour,

and there are the ‘good Samaritans’ who rescuedhim when he had run away from school. Mama’s

knowledge of whites is based on what Rev Greaves said ratherthan on what he did and possibly from her observation of the ease withwhich they lived and their high status. Her racist attitude is what blindsher to Missa Mac’s dishonesty and Pastor Greaves’ lack of Christianvirtue. It is the same quality that causes her to believe, ironically, thatLen’s soul is in bondage while failing to see that she is the one who isenslaved.

Earlier in the drama it caused a breach between her and Pa Ben andnow it sends her running to the obeah man. It is the disagreement thatcauses Len to visit Pa Ben and get him involved. From him we learnabout obeah and we see how and why Len seeks help for his wife. Howdo you think an audience reacts when watching Len carry out MotherRachel’s instructions? The playwright injects something to break thetension of the moment. What is it? All of these actions continue tomove the drama forward. It takes the combined action of the verywoman that Mama wishes to be rid of, as well as Pa Ben and Len tosettle matters.

I hope you realise how each action leads to another or sometimesothers – all to develop the play. Please find some time this week tothink about the themes. The play we are studying is very true to life,given its historical context. The character Len succeeds in spite of allhe faced. How about you? Be good to yourselves and God bless!

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

back to ‘Old Story

Time’

YOUTHLINK MAGAZINE | 20 FEBRUARY 7-13, 2012

MMAAUURREEEENN CCAAMMPPBBEELLLLContributor

AT THE end of this lesson you should be able to:1. Define the term resource2. Distinguish between human and natural resources3. Distinguish between renewable and non-renewable resources4. Explain the importance of resources to society

Resources may be defined as the combined wealth of a country orits means of producing assets. Resources are grouped as human andnatural or physical resources.

NATURAL OR PHYSICAL RESOURCEThis is anything that is natural that human beings can

exploit/gather, develop and use to ultimately satisfy our needs andwants.

HUMAN RESOURCEThis covers an

individual’s intelligence,skills, talents, abilitiesand creativity which canbe used for the benefit ofsociety.

It can be concludedthat there are natural andhuman resources to befound in every societyand that a resource maybe a person, asset,material or capital whichcan be used toaccomplish a goal and tocreate wealth andsatisfaction in a society.Resources can also beliving and non-livingmaterials which meet theneeds and wants of asociety.

Two types of naturalresources have beenidentified: renewable andnon-renewable naturalresources. A renewableresource can grow againor may never run out.For example, animalsand human beings areborn and they replenishthe population as oldermembers die. Air andwater are renewable; they don’t grow but they are always present as weneed both to survive. (See diagram)

Non-renewable natural resources are things that can run out or beused up. They usually come from the ground. There are fixed amountsof non-renewable natural resources. They are not living things andthey are sometimes hard to find, harness or buy. The bad thing is thatthey don’t regrow and they are not easily replaced or renewed in ourlifetime. They include natural gas, coal and oil; these are fossil fuels

we burn to provide us with energy. Minerals, used for making metals,are also non-renewable natural resources.

THE IMPORTANCE OF RESOURCESWe use both types of resources to produce the things we need or

want. Resources are the main source of a nation’s wealth and are,therefore, used to create the economic, socio-cultural and politicalbase necessary for its development. It has become evident with therising cost of oil that all natural resources should be used wisely. We

must conserve our natural resources; in other words, we must not useup, spoil or waste things.

We must also protect our natural resources from pollution. Pollutionoccurs when people put harmful chemicals and other things intonature, such as oil spilled in water, toxic chemicals in the air orgarbage dumped on the side of the road. We are constantlyencouraged via the media that we should always strive to reduce,reuse and recycle! Each time we reuse something we are conservingthe natural resources that would have been used to make new ones.Recycle means we reuse a natural resource or product to makesomething new.

People are trying hard to find new fuels that are clean which willprovide the power we need. Wind, solar and hydrogen power arerenewable resources that offer hope for the future. (All these areas willbe looked on in more details later.)

It has been argued and proven that the most valuable resource ishuman resource. This is soas human resource providesthe skills, technology andcreativity necessary toexploit, develop and use thephysical resources toprovide the wealth neededfor the growth and prosperityof a nation. It is also ourhuman resources thatprovide the relaxation andentertainment which isimportant for human survivalas it provides and maintainsour mental wellness andwell-being.

ACTIVITIES1. Classify the following

resources into naturalresources (renewable ornon- renewable) and humanresources: skills, petroleum,fauna, talents, land, gas,abilities, attitudes, water,forest, sea, sun, values andwind.

2. Suggest three ways inwhich we can maintain aconstant supply of a namednon- renewable resource.

3. State three reasons ourhuman resource is asimportant/valuable as ournatural resource.

4. Explain the terms recycle, reduce and reuse.

Next week we will look at population studies. Please continue toread and discuss each topic with friends. This will surely help you toremember more information/content.

Maureen Campbell teaches at St Hugh’s High School. Send questions andcomments to kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

Usethem

wisely!

yl:Social Studies

YOUTHLINK MAGAZINE | FEBRUARY 7-13, 2012 21

NNAATTAALLEEEE AA.. JJOOHHNNSSOONNContributor

STUDENTS, THIS is lesson 21 in our series of Gleaner lessons. In this week’s lesson we will continue tolook at control structures.

LOOP (REPETITION)Most of the things we do in our everyday lives require some form of repetition, like getting ready for

school or work. We perform the same steps over and over, five to seven days a week.

When we want the computer to repeat some statements several times, we need a loop structure or a loopin the pseudocode to instruct the computer what to repeat and how often these steps are to be repeated.

Every loop has four major elements. These are:m Initialisationm Repetitive statement(s)m Loop statements (block)m Conclusion

INITIALISATIONBefore a loop is started we may need some statements to get started. For example, we may need to

initialise a variable to a start value or read an initial value into a variable.

REPETITIVE STATEMENTSThese are the statements that the computer will repeat.

LOOP BLOCKWe must specify what statements are to be repeated by the computer. The repetitive statements are

normally placed in the loop block.

There are namely three main types of loop constructs: For Loop, While Loop and Repeat Until. Let us nowexamine each of these loop constructs.

Key things to note when working with loops:

THE USE OF AN ACCUMULATORFor example, using a ‘for loop’, we were required to find the sum of 10 numbers. You would agree that it

would be time consuming to sit and memorize the 10 numbers entered in order to add them.

With the use of an accumulator you do not need to write down or try to memorize the numbers. As in thecase of the ‘for loop’ you can start sum with the value 0 and each time you are given a new number you addit to your present sum. Hence, the statement: Sum ? Sum + num, if the first number entered is 40, your sumwould be 40. Therefore Sum ? Sum + num, would be Sum ? 0 + 40 = 40.

If you then add another number say 10 to your present sum, your new sum would be 50.Sum Sum + new_number

Sum 40 + 10 = 50

The process will continue until all the numbers have been totalled. The only value you will keep in yourmemory is the current sum.

COUNTERSThis is the process of counting the number of times a value is entered or a statement is carried out. You

Controlstatements

yl:Information Technologycan also allow your counter to begin at 0 and then increment (increase accordingly). Here is an example ofan assignment statement with use of a counter.

Counter 0Counter Counter + 1

In the example above, counter is initially set at 0, which means that every time the assignment statementis executed the value of the counter variable is increased by 1. Thus the assignment statement will provide amechanism for counting. Using the same ‘for loop’ example, a counter would count and keep track of the 10numbers which would be entered and then totalled. Such that only 10 numbers will be entered.

Please note you could start your counter at 2, 5, etc. depending on the algorithm.

The For Loop

The For Loop syntax is shown below:

For Control_Variable <start value> to <final value> DoBlock Statement(s)

Endfor

The ‘FOR loop’ is an example of a definite loop, it facilitates the repetition of a block of instructions adefinite number of times. Let us look at an example of having a bowl of soup with a spoon; you could haveat least 20 sips of the soup. The algorithm would look something like this:

Please note: you use the FOR LOOP when you have a block of statements that will be carried out a setnumber of times, otherwise you use a different loop construct.

EXAMPLE 2Write an algorithm to read 10 numbers and output the sum of the numbers.

We have come to the end of this lesson. See you next week when we will continue to look at loops.Remember, if you fail to prepare, prepare to fail.

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

YOUTHLINK MAGAZINE | 22 FEBRUARY 7-13, 2012

CCLLEEMMEENNTT RRAADDCCLLIIFFFFEEContributor

This week we will continue to review aspects of coordinategeometry. We will begin with the solution to the homework last week.

HOMEWORKGiven the points X(-5 , 3) and Y( 1 , 1), find the values of:(a) Gradient, m (b) the coordinates of the midpoint, M

Lengthof line

yl:Mathematics

Though the $250,000 cheque donated by AIB to Glenhope was perhaps too big to fit in the home’s piggy bank, there isno doubt the facility will find plenty of areas to put the money to good use in light of last November’s fire, whichdestroyed three of its dormitories. (L-R) Ms Corine Roberts, assistant manager at Glenhope; Andrea McLennon,AIB’sassistant manager for Business Development; Lady Allen, patron of the Glenhope Place of Safety; and Mrs Carla Edie,CEO of the Child Development Agency, gathered together on Wednesday, January 25 at King’s House to officially markAIB’s contribution to the home.

SOLUTIONLet us now continue the review of coordinate geometry with the

topic length of a straight line.

LENGTH OF LINEThe length of AB is found by using Pythagoras’ Theorem. As triangle

ABC is right-angled, AB2 = BC2 + AC2.

AB2 = (x2 - x1)2 + (y2 - y1)2

EXAMPLE

A straight line is drawn through the points X (- 2, 1) , Y(3 , 2) . Findthe length of XY.

We will try another example.

EXAMPLEA straight line is drawn through the points A(1 , 2) and B(-5 , 3).Find(i) the gradient of AB(ii) the midpoint of AB(iii) the length of AB

SOLUTION

If you are to do well on the topic you must bear the following inmind:

m Always begin by presenting the required formula.m To calculate the gradient you may use one of the following:I am sure you can prove that both are correct.m In evaluating the values, be careful to ensure the accuracy of the

substitution and please watch the negative signs. (Directed numbers).

Kindly note the following points with respect to the gradient of astraight line:

m Parallel lines have equal gradientm If perpendicular lines have gradients m1 and m2, then m1 x m2 = -1.

Given a straight, let us now consider its Interception on the y axis.

INTERCEPTThis is the coordinate of the point where the line cuts the y axis, that

is the point (o , y). This y value is denoted as c.

EXAMPLEGiven the line A(3 , -2) and B(1 , 4), find the gradient of the

perpendicular bisector of AB and the point of intersection with AB.

HOMEWORKGiven the points A(-8, 2) and B(3 , - 2) find the following with

respect to the line AB:(i) Gradient m(ii) midpoint M (iii) length of the line AB(iv) Gradient of XY which is parallel to AB (v) The gradient of AC

which is perpendicular to AB

All the best for the week ahead.

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