Download revision exercise - Youthlink Jamaica

yl:chemistry
Chemical calculations:
revision exercise
FRANCINE TAYLOR-CAMPBELL
5. VOLUMETRIC ANALYSIS
Contributor
TTEMPT THESE questions without using textbooks or notes at first, then complete if
necessary by referring to texts or notes.
A
1. COMPLETE THIS TABLE
Francine Taylor-Campbell teaches at Jamaica College. Send questions and comments to
[email protected]
2. MULTIPLE CHOICE ON THE MOLE
Choose from A 2, B 4, C 6, D 8.
1. The number of moles of molecules in 16g H2.
2. The number of moles of atoms in 28g N2.
3. The number of moles of a gas in 89.6dm3. at RTP.
4. The volume in dm3 of 8g O2 at RTP.
5. The number of moles of atoms in 88g CO2.
6. The mass of 0.25 moles of Mg.
7. The mass of 0.04 moles of CaCO3.
8. The number of moles of S containing 1.2*1024 atoms.
9. The mass of 3 moles of H2.
10. The mass of 3 dm3 O2 at RTP.
3. PERCENTAGE COMPOSITION AND FORMULAE
Calculate the % of (a) Fe in Fe2(SO4)3 (b) H2O in Na2CO3.10H2O (c) Calculate the molecular
formula of a substance which contains 80% C and 20% H.
4. CALCULATIONS ON EQUATIONS. USE THE EQUATION
2KClO3(s) = 2KCl(s) + 3O2(g) Find;
a. The # moles of oxygen, which can be obtained from 3 moles of potassium chlorate
b. The # of moles of KClO3 which would give 2 moles of O2
c. The volume of O2 (at RTP) obtainable from 12.25g KClO3
d. The mass of KCl obtainable from 12.25g KClO3
e. The mass of KClO3 needed to obtain 14.9g KCl
f. The loss in mass when 245g KClO3 is heated.
12
CONTRIBUTED
These two students of Wolmer’s Boys’ School explain the intricacies of their
electrolyte project on display at the national exhibition of the Sagicor
Visionaries Challenge on Friday, March 22 on the grounds of Sagicor Life
Jamaica’s head office in New Kingston.The school won the competition and is
to be awarded a Vernier Computerised Mobile Science & Technology System,
courtesy of the Caribbean Science Foundation, and five CXC-approved
chemical kits. They also won an all-expenses paid trip for the team to the
regional challenge in Barbados in April, as well as a trip to Epcot Centre in
Florida, USA.
YOUTHLINK MAGAZINE | APRIL 9-15, 2013
yl:geography
MARJORIE HENRY
Contributor
HE THREE river processes identified
are erosion, transportation and
deposition. In the two lessons prior to
this one, I shared information on the
processes of river erosion and
transportation. This week, I will go on to the
third river process, that of river deposition.
Deposition is defined as the progressive
laying down of material by the river and is
complementary to erosion. Material
removed from one place is transported and
deposited at another place.
T
Rivers will transport their load as long as
they have the energy to do so. If the river
loses its energy, there will be deposition of
the load on the riverbed. When I shared with
you the information on river transportation, I
mentioned two terms:
a) competence - a measure of a river’s
ability to carry load.
b) capacity - the ability of the river to
carry a certain amount of materials; in
other words, the total load that the river
can carry.
River
deposition
Let us now turn our attention to wave
processes to complete the specific objective
11 which states that students should be able
to ‘describe river and wave processes’. One
of the three movements associated with sea
water is waves. Waves are produced by the
friction of wind on open water. Essentially
an up-and-down movement of the water,
wave motion also moves the surface water
in the direction that the wind is blowing.
Breakers are formed when the wave comes
into shallow water near the shore. The lower
part of the wave is retarded by the ocean
bottom while the top, having greater
momentum, is hurled forward, causing the
wave to break.
Waves are the most powerful agents of
marine erosion. As they attack the shore,
As you revise this topic of river
processes, include the different physical
features that are formed as a result of river
erosion and river deposition. You must be
able to describe their formations, draw and
label diagrams of them and give examples
where they can be found.
CORRASION
Corrasion, also called abrasion, involves
the rock fragments being carried by the
waves towards the coast. The erosive work
of waves, like that of running water, will
clearly be greater when they are provided
with cutting tools. Waves, armed with rock
fragments of all sizes and shapes, are able
to undertake their erosive work much
more quickly and effectively. These rock
fragments can be as huge as boulders. The
energy of the waves determines the size that
they can carry.
HYDRAULIC ACTION
Hydraulic action is the force of waves as
they batter against cliffs and sea walls,
exerting considerable pressure upon the
coast. In their forward surge, waves
splashing against the coast may enter joints
and crevices in the rocks. The air
imprisoned inside is immediately
compressed. When the waves retreat, the
compressed air expands with explosive
violence. Such action, repeated again and
again, soon enlarges the cracks and rock
fragments are prised apart.
In essence, both are decreased, resulting
in the river dropping its load. Some of the
causes of such decreases are:
(a) reduction in stream gradient
(b) decrease in volume
(c) loss of velocity
(d) overloading
(e) freezing
(f) emptying into quiet or slower-moving
bodies of water
The order in which the materials are
deposited is: boulders, pebbles, gravels,
sands, silts and muds, although the change
from coarse to fine material is normally
imperceptible. The heavier materials are
deposited usually at the upper course of the
river. Finer particles travel greater distances
downstream before deposition occurs.
Deposition is not confined to the lower
courses of rivers. Much deposition does
occur there but some may occur at almost
any point along the river’s course, such as
on the inside bend of the river meander, on
a flood plain or at the river mouth.
they erode it by a combination of several
processes, namely corrasion, hydraulic
action, solution and attrition; processes that
are similar to those which occur in river
erosion. Each of these will be discussed
below.
Information on the other processes will be
shared in the next lesson.
Here is a tip: Study for tests together, ask
questions and teach each other.
REFERENCES
From left: Hope Barnett, who authored ‘No Boy like Amanda’, autographs a
copy of her book for Basil Naar, CEO of First Heritage Co-operative
Credit Union (FHC), in the presence of Phyllis Anderson, Jamaica Reading
Association (JRA) president, and FHC’s Assistant General Manager,
marketing and communications, Juven Montague-Anderson. Barnett
presented the copy of ‘No Boy like Amanda’, which follows the adventures
of a little Jamaican girl growing up with brothers, at the recent MOU
signing ceremony between FHC and JRA. The novel has been designated
the official book of the JRA and FHC National Reading Week 2013, which
will feature read-aloud sessions in some 30 schools across St Catherine,
Kingston and St Andrew.
YOUTHLINK MAGAZINE | APRIL 9-15, 2013
CSEC New Integrated Geography Sheldon G. Bleasdell
Certificate Physical and Human
Geography - Goh Cheng Leong
Geology Made Simple - William H.
Matthews
Geography for CSEC - Jeanette Ottley et al
Morphology and Landscape - Harry
Robinson
Marjorie Henry is an independent contributor. Send
questions and comments to
[email protected]
13
yl:history
Popular protests in the 1930s
DEBBION HYMAN
Contributor
OBJECTIVES
1. DISCUSS THE economic, political and
social factors which created the protests of
the 1930s in the Caribbean.
2. Describe the role of outstanding male and
female protest leaders.
3. Outline two consequences of the protests.
Hi, guys. This topic is a core one and as
such multiple-choice items have been
included in this lesson for practice.
Instruction: Choose the correct answer for
each item.
1. One of the teachings of Marcus Garvey
was that
(A) whites should be driven out of the
Caribbean.
(B) Caribbean blacks should strike back by
discriminating against the whites.
(C) blacks should strive for economic
independence.
(D) blacks were created to be superior to
whites.
2. Which one of the following factors was
not a reason for the high rate of
unemployment among the working class in
the British Caribbean in the 1930s?
(A) The decline of the sugar industry.
(B) The failure of alternative crops which
replaced sugar.
(C) The termination of migration
opportunities.
(D) The refusal of workers to participate in
agriculture.
3. All of the following were reasons the
blacks were not receiving an adequate
education in the British Caribbean in the
1930s except
(A) blacks did not have the ability to reach
the entry requirements.
(B) schools generally preferred to give
places to whites and coloureds.
(C) the curriculum was irrelevant to the
needs of the blacks.
(D) there were not enough schools to meet
the needs of the population.
4. Identify the reasons the disturbances occurred
in the British Caribbean during the 1930s.
I. The decline of the sugar industry.
II. The Great Depression of the 1930s.
III. The repatriation of Caribbean nationals
from abroad.
IV. The termination of emigration opportunities.
(A) I, II and III only
(B) I, III and IV only
(C) II, III and IV only
(D) I, II, III and IV
5. The labour leader who is generally
associated with the 1937 disturbances in
Trinidad was
(A) Uriah Butler
(B) Arthur Cipriani
(C) Walter Citrine
(D) Clement Payne
6. The personality who is generally
associated with the disturbances in
Barbados was
(A) Grantley Adams
(B) Clement Payne
(C) Frank Walcott
(D) Uriah Butler
7. Which of the following persons was not
associated with the riots of the 1930s?
(A) Uriah Butler of Trinidad.
(B) Robert Bradshaw of St Kitts.
(C) Alexander Bustamante of Jamaica.
(D) George Price of Belize.
8. What was the main purpose of the Moyne
Commission of 1938?
(A) To bring to an end the disturbances in
the islands.
(B) To seek out the troublemakers and
recommend punishment.
(C) To investigate the cause of the
disturbances and make recommendations.
(D) To review the conduct of the army and
police.
9. Which of the following did not occur
during the period of social unrest in the
British Caribbean in the 1930s?
(A) Protest demonstrations
(B) Strikes
(C) Constitutional reform
(D) Riots
10. What contributed to the rapid growth of
trade unions in the British Caribbean after 1939?
I. An increase in the labour force.
II. The emergence of capable leaders for the
working class.
III. An increased willingness of workers to
fight for their rights.
IV. Laws passed in favour of trade unions.
(A) I and II only
(B) III and IV only
(C) I, III and IV only
(D) I, II, III and IV
11. Which of the following leaders was
associated with black consciousness in the
Caribbean in the early 1900s?
I. Arthur Cipriani
II. Grantley Adams
III. Clement Payne
IV. Marcus Garvey
(A) I and IV only
(B) III and IV only
(C) I, III and IV only
(D) II, III and IV only
12. The Royal Commission which was
established in 1938 to investigate the
socio-economic conditions in the British
West Indies and to make recommendations
for the improvement of these conditions was
the
(A) Deane Commission
(B) Moyne Commission
(C) Norman Commission
(D) Oliver Commission
Debbion Hyman teaches at St Hugh’s High School.
Send questions and comments to
[email protected]
Carifta Games athletes Damar
Robinson (left), Jelani Walker (second
left), Michael O’Hara ( second right)
and Adrian Riley (right), share a laugh
with Kim Lee (third right), LIME head
of channel marketing, and Rashid
Moncrieffe (centre), winner of the
LIME Championship Facebook Race,
ahead of their departure for The
Bahamas at the Norman Manley
International Airport on Thursday,
March 28. Moncrieffe beat hundreds of
online gamers in a virtual race to win
an all-expense paid trip to the games.
His sister, Monique, shares in the
moment.
14
YOUTHLINK MAGAZINE | APRIL 9-15, 2013
yl:information technology
The array after reading the 10 values would look like this:
Arrays
ARRAY LIST FOR VAL
NATALEE A. JOHNSON
Contributor
OOD DAY, students. This is lesson 29 in our series of IT lessons. In this week’s lesson, we
will take a break from Pascal coding and look at arrays in the psuedocode format. Next
week, we will look at how to write arrays in Pascal.
G
READING VALUES INTO AN ARRAY USING A ‘WHILE’ LOOP
EXAMPLE 3
Write an algorithm that reads a list of negative integers from the input stream and stores the
values in an array called Negative_Values. The list is terminated by 999. Use i as the index value.
ACCESSING THE ELEMENTS OF AN ARRAY
The elements of an array can be accessed individually, by specifying the name of the array,
followed by the index or subscript, which identifies the position of the element in the sequence (as
shown in the previous lesson: - Num[1]). Therefore, when manipulating arrays, a special variable
must be declared as the index of the array. A single letter (such as i, j or k) is commonly used as
array index, for example Num[k]. Using the index, the array variables can be manipulated in the
same way as ordinary variables. We can initialise, assign and read values into an array location,
and even display values stored in arrays.
INITIALISING ARRAYS USING THE ‘FOR’ LOOP
Reading values into an array or assigning values are the two ways in which arrays can be
initialised.
EXAMPLE 1
Declare an array list with 10 integers and initialise each value to 0. Use j as the index.
DISPLAYING ARRAY VALUES
The manner in which values are stored in an array is quite similar to the manner in which you
read values into an array. Naturally, if you already know the number of items stored in the array,
you can use a ‘for’ loop to output the values. Otherwise, you would use a ‘while’ loop.
EXAMPLE 1 (IN THE CASE OF KNOWING THE NUMBER OF ITEMS BEING STORED)
Design an algorithm that reads a list of 10 students’ unit test grades, find the average of the unit
test grades and output the unit test grades and the average unit test grade.
The first time the loop is executed, J = 1 and list [1] would be assigned 0 and will continue to
be executed until the 10th number is entered.
NOTE
When manipulating arrays, a special variable must be declared for use as the index of the array.
It is better to use short variable names, such as single letters of the alphabet, for the index or
subscript.
READING VALUES INTO AN ARRAY USING A ‘FOR’ LOOP
A for loop is used if the number of values to be read is known. On the other hand, a ‘while’ loop
is use if the values to be read is unknown.
EXAMPLE 2 (IN THIS CASE THE SIZE OF THE ARRAY IS KNOWN AND WE ARE
USING A ‘WHILE’ LOOP TO OUTPUT THE VALUES)
EXAMPLE 2
Read 10 values into an array called VAL: use k as the index value. The input data is:
2,4,6,8,10,12,14,16,18,20.
CONTINUED ON NEXT PAGE
YOUTHLINK MAGAZINE | APRIL 9-15, 2013
15
yl:english language
NATASHA THOMAS-FRANCIS
Contributor
ELLO, ALL. This week, we will continue our discussion
on persuasive writing. Over the last few weeks, we have
looked at techniques/devices which you should employ
in your writing, as well as the steps involved in producing a
persuasive piece.
H
This week, we look at the types of questions which CXC
may set on your examination paper.
QUESTION INSTRUCTIONS
You will need to thoroughly discuss your position on a
specific topic/issue. CXC may ask you to do one of a number
of things:
Write an argument either supporting or opposing an issue.
o E.g. As long as the Government is paying for my
education, it can tell me what to study. Write an
essay either supporting OR opposing this view.
o E.g. Speaker A: I am going to start eating more
local food because that is what makes our
Caribbean Olympic athletes stars.
Speaker B: Nobody is going to get me to eat yams
and sweet potatoes. That is backwardness.
Write an essay supporting the views of either Speaker A or
Speaker B and justifying the kind of food that you prefer to eat.
Please note that in the example above, you are required to
choose one side. You must decide on the side for which you
can present the stronger arguments.
yl:information
technology
Write an argument in which you present your views.
With this kind of question you are permitted to present both
sides of the issue. Note that even though you may favour one
particular side, with this type of question it is prudent that you
present a balanced argument.
o E.g. Write a letter to the editor expressing your
views on the following: ‘Adults who smoke
cigarettes and drink alcohol are hypocrites when
they condemn young people for using marijuana
and cocaine.’
CONTINUED FROM
PREVIOUS PAGE
16
Persuade
me!
o E.g. A single Caribbean team should represent
the region in all international sporting competitions.
Write an essay giving your views on this statement.
Let us look at an example of how you can structure your
argument. Consider the following question:
Write a letter to the editor of your local newspaper bringing
to public attention your concern for improved water and
electricity supplies in your community. Your answer should be
approximately 250-300 words and must be in standard
English.
Remember that in your introduction you should indicate the
general points to be discussed. You introduction may sound
like this:
Dear Editor,
Member of parliament and those other people responsible
for basic public service seem quite unaware of the existence of
a village called Modest near the northern tip of this island.
Villagers have been persistently ignored by successive
administrations and forced to live in a substandard situation
which is uncomfortable, inconvenient, which prevents
development of the village and poses a threat to the safety and
health of its habitants.
Now you must focus on the body of the letter to the editor.
You should develop at least three solid points. These may
include the absence of a clear and regular water supply and the
absence of electricity. Your conclusion will state the decision
or recommendation to which the previous paragraphs led.
Remember to close your letter with your full name or the
phrase ‘Concerned citizen’.
As we wrap up this topic, I want to leave you with a few
useful tips and reminders:
1. Read the prompt carefully. Some students believe that
they have fully argued the question only to realise that they
have not done well because they have overlooked an important
word or phrase in the prompt or instructions. Therefore,
underline the key words which tell you what the question
requires of you then plan and write your answer, giving a
glance at those words from time to time.
2. Choose a topic which you understand clearly and on
which you can comfortably discuss at least three solid points.
3. Support your responses with examples and explanations.
Ensure that you utilise the appropriate techniques and devices
to make your points sound persuasive.
4. Time yourself. Pay attention to the suggested time and
approach the task in three stages:
a. Choose a question, think it through and write an outline.
b. Write your responses based on your outline.
c. Reread and correct grammatical errors and weaknesses
of expression.
5. The question suggests a word limit. Do not make your
response too short, but do not be worried if the essay is a little
over the word limit. You should be reminded, however, that if
you go over the word limit, you are most likely spending too
much time on this section of the exam and you may end up
penalising yourself by not being able to complete the paper.
The only way to perfect your persuasive writing skills is to
practise, practise, practise! Have mini debates in your classes
or during your lunchtime breaks. Use the persuasive
techniques and devices in your argument, but always be
respectful in conveying your views.
Until next week, blessings!
Natasha Thomas-Francis teaches at Glenmuir High School. Send
questions and comments to [email protected]
If the size is not known, then a ‘for’ Loop can be used with another
subscript/counter (see example below).
EXAMPLE 3
NOTE
The subscript you introduce, should be used throughout the ‘for’ loop.
We have come to the end of this lesson. See you next week, when we will
continue to look at the Pascal code and arrays. Remember, if you fail to prepare, be
prepared to fail.
Natalee Johnson teaches at Ardenne High School. Send questions and comments to
[email protected]
YOUTHLINK MAGAZINE | APRIL 9-15, 2013
yl:english literature
e
m
i
T
y
r
o
t
S
money; Miss Aggie, who is a
higgler; her son, Len, and his
schoolmate Pearl.
Old
BERYL CLARKE
Contributor
E MUST now do some work
on drama, that third literary
genre. We have spent time
on the novel, the short story and
now we must consider a play. This
one, unlike Shakespeare’s A
Midsummer Night’s Dream, which is
also on the current list of texts to be
studied, is set right in Jamaica and
is a comedy. Make no mistake,
though, it does not only create
laughter but raises serious issues as
well.
W
‘brown’
man. He is
socially important and
greatly admired by Miss Aggie
because of his colour. It is her
deepest desire and greatest wish
that her son should marry the
pastor’s daughter. This, as you know,
puts Len in a pickle.
The river has its place here, too.
Do you remember where Miss Aggie
finds Len when she returns from
market? Yes - he is in the river
playing with Pearl. This incident
reveals her determination for her
son to succeed academically. This is
not all we learn at this time, though,
for her attitude to Pearl also tells us
that she will not encourage a
friendship
between him and an
ordinary black girl. This, in turn,
prepares us in part for her feelings
towards Lois and the way she treats
her.
The pieces of furniture we see in
the beginning tell us that Miss Aggie
is poor. As part of the staging, notice
that the same pieces of furniture are
used for different purposes in
different scenes. While this makes
for ease in scene changes, it may
also hint at the diverse uses that are
made of what one has because of
being poor. At the start of the play,
we meet no one in the village who is
financially well off. Those who
gather to hear and participate in
sharing the drama are simple folk;
for we meet Pa Ben, who does not
appear to work or to have much
Miss Aggie’s house is made of
wattle and daub, a type of building
which, by this time, was
disappearing from the housing
landscape in Jamaica. This small
group then comes together to open
the pages of our history. I believe
that you will learn much about us
from Old Story Time. You should not
be surprised at the themes that are
explored in our play for they reflect
the Jamaican character then and, to
a great extent, today. While we will
not begin to examine them in this
week’s ‘class’, please identify them
for future discussion.
My mind goes once more, as it
has before, to the question of the
playwright’s reasons for choosing
this title. You may have thought of it
too. The word story conjures up
certain ideas. A story is a makebelieve account, a fairy tale. It can
also be a factual account, as in a
media report. A story may be created
from truths and or real occurrences.
In other words, while the characters
I am picturing, even as I write, an
old man, still sprightly, full of
humour or should I say ‘joke’, as he
begins the drama of Old Story Time.
How do you see him? Have you
thought of the setting in which these
characters meet now to listen to Pa
Ben, as well as of the community in
which they live? From your reading,
and I do hope you have done your
first reading either by yourself or in
class, you must have some ideas
about setting.
Their village is small but it boasts
a school, a post office and a church.
In addition, there is a river. These
aspects of the setting are all relevant
to the way the play develops. Len
does well enough in his local school
to earn a scholarship to high school;
the post office becomes a place of
great interest to Len’s mother when
he is studying abroad, as she
anxiously waits to hear from him;
the minister of the church is a
WINSTON SILL/ FREELANCE PHOTOGRAPHER
Jamaica’s captain and wing attack Nadine Bryan (second left) controlling play in mid court
during the first netball Test against England at the National Indoor Sports Centre. Looking on
from left are England’s centre Serena Guthrie, wing attack Sasha Corbin and Jamaica’s goal
attack Thristina Malcolm. England won 53-42.
YOUTHLINK MAGAZINE | APRIL 9-15, 2013
in the story are not real, what they
do and say are what real people do
and say. So, in this play, we do find
out about the racial situation at the
period in which it is set, the belief in
obeah, a bit about the education
system and about teenage
pregnancy. This title, therefore,
suggests that the audience sitting in
the theatre watching Pa Ben, Miss
Aggie, Len, Pearl, Mr ‘Mongoose’
McFarlane, Lois and Miss Margaret
will learn something about our past.
I believe, too, that the word ‘story’
hints at the humour that is very
much a part of the Jamaican
consciousness. All of us enjoy a
good story, both to tell it and to
listen to it.
This play focuses on the dream of
a poor mother to have her one child,
a son, rise out of the poverty and the
low social status into which he was
born. She is convinced that their
black skin is a hindrance to
achievement and upward mobility
and sees education as his only way
to a successful future. In addition,
she believes that he can cement his
improved position by marrying a
brown-skin girl with ‘tall hair down
her back’. Like many Jamaican
mothers then and now, she
struggles and she makes sacrifices
to give Len the support he needs.
Some instances of humour that we
meet are painful, even though they
provoke laughter, as we watch her
try to do her best. It might seem
ridiculous to us to hear that she
does not even want a black fowl in
her yard. You should realise that her
attitude is the result of living the
reality of being black and receiving a
certain kind of treatment. Do speak
to persons who were born in the
thirties and forties, perhaps even
before and you will find out how
much skin colour mattered and the
effect on one’s self-confidence.
Our exploration will continue next
week. Remember to hold your head
high, but not so high that you do
notice those around you. God bless!
Beryl Clarke is an independent contributor.
Send questions and comments to
[email protected]
17
yl:mathematics
Simultaneous
equations
CLEMENT RADCLIFFE
Contributor
T THE outset, I wish to highlight the following points about matrices. They are vital to your
full understanding of this topic.
There is no reason to have difficulty in multiplying 2 x 2 matrices. You just need to
continue practising the principle -: rows multiply by columns
Squaring the 2 x 2 matrix A is found by multiplying A x A.
The determinant of a 2 x 2 matrix has value ad-bc where the elements of the matrix are a, b,
c, and d.
The value of the determinant of a singular 2 x 2 matrix is zero, that is ad-bc = 0 .
A
The above are illustrated by the solutions of the homework given last week.
HOMEWORK
CONTINUED ON NEXT PAGE
18
YOUTHLINK MAGAZINE | APRIL 9-15, 2013
yl:office administration
Recruitment and orientation
HYACINTH TUGMAN
Contributor
NCE YOU have given some thought to your immediate
and long-range career goals, you will be ready to begin
your job search. In searching for a job you will need to:
Locate a prospective employer
Prepare a résumé and cover letter, and send them to the
prospective employer.
Complete a job application form.
Obtain an interview.
Follow up on the interview.
O
There are many places where you can search for a job: the
newspaper, employment agencies, electronic media, personal
contact, trade journals, magazines and company newsletters.
Many organisations utilise employment agencies to assist in
the recruitment of staff. However, the person who wishes an
agency to find him/her employment must first register with that
agency and must accept the terms and conditions laid down by
the agency.
COMPILING INFORMATION PERTAINING TO A
VACANCY
It is essential that an applicant gather as much information
regarding an advertised post.
JOB DESCRIPTION
A person who has been recruited to do a job must be sure
that the duties and responsibilities of the position are
understood. Many organisations give their employees job
descriptions. A job description explains the nature of the job,
duties and responsibilities.
There are three main parts of any job description:
The description itself. This section includes a summary
of the overall functions of the position and a detailed list of
the specific tasks and responsibilities of the job.
Knowledge and skill requirements. This section specifies
the minimum education level and/or training required for the
job.
Accountability. This section identifies who the employee’s
supervisor will be. It may also describe any equipment,
expenditures or other operations for which the employee will
be held responsible in the course of performing job tasks.
your chance to sell yourself to the employer. It should convince
the employer to call you for an interview. It should not be more
than three or four short paragraphs, it should tell the employer
when and where you heard about the position and explain why
you feel your education and background qualify you for the job.
Some companies may ask you to fill out an application form,
as well as submit a résumé.
A résumé is a written summary of your qualifications that
you prepare when looking for a particular position. It should
have sections of information in the following order:
Your name, address, telephone and email address
Other personal information - eg, date of birth
Objectives
Educational background
Employment history
Hobbies, interests, activities and special abilities
Reference
Your résumé should be clearly written and well organised.
Make certain that your spelling, grammar and punctuation are
perfect. Try to keep your résumé to one page.
From the information you have read, prepare a résumé as
you may need one for this summer. Continue to work hard and
never give up. I will continue this lesson next week.
APPLYING FOR A POSITION
Once you have located a prospective employer your next
step is to prepare a cover letter and a résumé. A cover letter is
Hyacinth Tugman teaches at Glenmuir High School. Send questions and
comments to [email protected]
yl:mathmatics
In large organisations, details regarding a vacant position
can usually be obtained from the Human Resources.
Department. In small organisations, this type of information
may be obtained from the person with whom the recruit is to
work. In addition, factors relating to training and qualification,
salary, fringe benefits, career advancement and the image of the
firm must be taken into consideration when seeking
employment.
Clement Radcliife is an indepencent contributor. Send questions and comments to
[email protected]
YOUTHLINK MAGAZINE | APRIL 9-15, 2013
19
yl:principles of accounts
Accounting
for stock
ROXANNE WRIGHT
Contributor
S YOU get closer to your examination date, I want to remind you that practice makes
perfect. Therefore, it is time for you to double your effort and at least start to practise one
past question per day. If you come upon questions that you cannot solve immediately, try to
get help from your teacher.
A
This week’s presentation is a worked example. It would be helpful to you if you try to work the
question on your own first then match your answer with the one given.
SOLUTION
a. Statement to compute value of stock (at cost price) as at September 30, 2012
b. Stock is normally valued at the lower cash or net realisable value when final accounts are
prepared because of the adoption of the doctrine of conservatism, which does not recognise
unrealised profits but provides for unrealised losses. Unrealised profits will arise if we value
ending inventory at net realisable value (NRV), when NRV is higher than cost. This is because a
higher closing stock will give a lower cost of sales and thus a higher profit. On the other hand,
unrealised losses will be provided for if we value ending inventory at NRV when it is lower than
cost.
To ensure that you keep on track with your study of principles of accounts, the next
presentation will be fixed assets account. You cannot afford to miss it. See you then.
Roxanne Wright teaches at Immaculate Academy. Send questions and comments to
[email protected]
QUESTION 1
The financial year for Laird Solomon ended on September 30, 2012 but it was not possible to
carry out the stocktaking until October 4. On October 4, the value of the actual stock on the
premises was found to be $27,200 at cost price.
The following additional information is available:
1. Sales made during the period October 4, totalled $3,200.
2. Purchases invoices received for the same period totalled $2,400. $600 worth of the goods
purchased was not received until October 6.
3. A sales return credit note for $200 was issued on October 3 for goods returned on that day.
4. Goods with a retail price of $500 had been sent to a customer on a sale or return basis on
September 26. These goods were returned by the customer on October 10. [>1]
5. Goods with an original cost of $200 have been found to be damaged. It has been decided to
scrap them.
6. The average ratio of gross profit to sales proceeds is 40%.
YOU ARE REQUIRED TO:
a. Draw up a statement to show the value of the stock, at cost price, on September 30, 2012.
b. State why stock is normally valued at the lower cost or net realisable value when final
accounts are prepared.
REASONING
[>1] These goods remain the property of Laird Solomon and so should be included in the
closing stock figure.
WORKINGS
[W1]
Since average Ratio of Gross Profit to sales is 40%
Therefore, Ratio of Cost of Goods to Sales is 60%
Sales at Selling Price $3,200
Therefore, Sales as Cost Price $3,200 x 60% = $1,920
[W2]
Goods at Selling Price $500
Goods at Cost Price $500 x 60% = $300
20
Digicel’s Nakeena Ellington was ready for a quick photo with principal of
Ardenne High, Nadine Molloy, and principal of Titchfield High, Richard
Thompson, just before Ardenne High became champions of TVJ Schools’
Challenge Quiz 2013 on Wednesday, March 27.
YOUTHLINK MAGAZINE | APRIL 9-15, 2013
yl:principles of business
Questions on marketing
YVONNE HARVEY
Contributor
ELLO, MY favourite set of students.
How are you this week? If you are not
doing too well, by the end of this
lesson you should be revived and ready to go
again. This week’s question is on marketing. It
is the first in a series of marketing questions
planned for this CXC Study Guide. Remember
that these questions are not actual past-paper
questions, but they mirror them very closely
and will be very beneficial to you. Here goes.
(a) Distinguish between market and
marketing. (4 marks)
Marketing is often explained by using the 4
Ps
H
(b) Explain any two of the 4 Ps. (4 marks)
Pricing is an important task in marketing
and it has implications for the profitability of
the business.
(c) Explain any three pricing strategies.
(6 marks)
(d) (i) Discuss two types of advertisement.
(4 marks)
(ii) List any two forms of advertising media.
(2 marks)
Total marks: 20
anything that is done to get the right goods or
services to the right people at the right price in
the most efficient and profitable way possible.
(B) GUIDING YOUR THOUGHTS
The 4 Ps are often seen as a summary of the
chief activities in marketing. In recent times, a
5th P has been added: people. You can select
any two of the 4 Ps and make sure you indicate
the ones you are going to explain - product,
price, promotion and place.
ANSWER
Product refers to the good or service; what
exactly the product is and the purpose that it
serves? Product also looks at what can be
done to improve the product.
Promotion looks at what can be done to get
the prospective customer interested in the
product so that in the long run he/she will
want to purchase the product to the benefit of
the firm.
(C) GUIDING YOUR THOUGHTS
Pricing strategies are the methods that are
used to price the good or service. There are
several strategies and some businesses use
more than one method. They may start off with
one method and use another after they are well
established and have been selling for a time.
Any three strategies can be used for the answer
in addition to my answer.
ANSWER
Mark up or cost plus pricing is where the
seller adds up all the costs of production and
then adds a reasonable amount to the cost that
constitutes the sellers profit.
Penetration pricing is a low price that is
chosen by the seller when the product is new
on the market in order for the product to be
attractive to potential customers. This price is
gradually increased as the product becomes
mature and the customers are purchasing it
and liking it.
(D)(I) GUIDING YOUR THOUGHTS
The types of advertisement all serve
different purposes and include informative,
persuasive, competitive and reminder
advertising. In the answer below, informative
and reminder advertising will be explained.
ANSWER
Informative advertising provides useful
information about the good or service,
including its use and price. It does not seek to
persuade or compete with similar products.
Reminder advertising is most often used
with mature products that have been on the
market for a while. Its purpose is to remind the
prospective buyers that the product is still on
the market and is still very good.
(D)(II) GUIDING YOUR THOUGHTS
Where will the advertisement be placed or
where will it be heard? This is the advertising
media. There are several forms of advertising
media, including print and electronic media.
Some of them are listed in the answer.
(A) GUIDING YOUR THOUGHTS
Students who are informed in the area of
POB know that these two terms are not
synonymous. You should avoid defining a
market as a place since not all markets are in a
particular place. Marketing has been defined in
many ways, included in the definition should
be the fact that it is a process that leads to
profit.
ANSWER
Newspapers
Magazines
Radio
Television
Billboards
The sky
ANSWER
A market is any situation in which buyers
and sellers communicate for the purpose of
exchanging goods and services. It has four
elements: price, good or service, buyer and
seller. Market can also refer to the extent of
demand for a product, as in large market,
meaning there is a large demand for the
product. Marketing, on the other hand, is
Price lining or the going price rate is where
the seller plays it safe by choosing a price that
is comparable to the going market price. Thus,
he keeps his price in line with that of his
competitors.
CONTRIBUTED
From left: Physics and biology teachers of Wolmer’s Boys’ School Elton
Robotham and Jasmine Jarrett are in a celebratory mood as Odaine Lorne
holds the winning trophy of the the Sagicor Visionaries Challenge National
Competition on Friday, March 22. Local coordinator Dr Sheena Francis and
Sagicor’s manager of sponsorships and public relations, Alysia Moulton White,
join in.
YOUTHLINK MAGAZINE | APRIL 9-15, 2013
I really hope you have learnt something
from looking at this question. For the next few
weeks, the question will be from marketing as
this section of the syllabus is quite long. Bye
for now.
Yvonne Harvey teaches at Glenmuir High School. Send
questions and comments to
[email protected]
21
yl:social studies
Coming together,
staying together
MAUREEN CAMPBELL
Contributor
OBJECTIVES:
1. EXPLAIN AND use correctly concepts and
terms associated with regional integration.
2. Describe the major challenges facing the
Caribbean region.
The word integration is derived from the
Latin word ‘integer’, which means whole or
entire. Integration simply means the
combining of parts so that they work together
or form a whole.
When “things, people and organisations”
combine they generally:
a. Share a common purpose or set of
objectives.
b. Observe the same standard or set of
standard protocol, or they share a common
mediating capability.
c. Come together at the same time with a
unifying purpose.
Regional integration is an arrangement for
enhancing cooperation through regional rules
and institutions entered into by states of the
same region. It could have, as its objective,
political or economic goals or, in some cases,
a business initiative aimed at broader security
and commercial purposes. Regional
integration could have an intergovernmental
or supranational organisation.
Regional integration arrangements are part
and parcel of the present global economic
order and this trend is now an acknowledged
future of the international scene. It has
achieved a new meaning and new
significance. Regional integration
arrangements are mainly the outcome of
necessity felt by nation states to integrate
22
their economies in order to achieve rapid
economic development, decrease conflict and
build mutual trusts between the integrated
units.
Regional integration has, therefore, been
defined as the association of states with
regard to their location within a given
geographical area. It is an association whose
terms are fixed by a treaty or other
arrangements to safeguard its participants.
Integration is usually a process that is
designed to a particular region, increasing
their level of interaction with regard to
economic, security, political, social and also
cultural issues. Simply put, it is the joining of
individual states within a region into a larger
whole.
The degree of integration depends upon the
need, willingness and commitment of
independent sovereign states to share their
sovereignty. Regional integration initiatives in
the Caribbean have been political, economic
and cultural. It has, therefore, served to,
among others:
Develop human resources.
Strengthen free trade in the region.
Create appropriate enabling environment
for private-sector development by helping
with the carrying out of the policies of free
trade, free movement of labour and tariff
reduction or its elimination.
Develop infrastructure and various
programmes to support the economic
growth and regional integration.
Develop various institutions which will
provide such areas as educational facilities
and the improvement in health and the
promotion of good governance.
Contribute to the continued peace and
security of the region.
Promote environment-focused
programmes.
CHALLENGES FACING THE
CARIBBEAN:
1. The Caribbean is made up of small
developing countries with regard to their land
area, the size of their population and their
economy. These small nations are struggling
to compete in a global market. (Small size,
small national markets.)
2. The Caribbean is not short of human
resources; there is an abundant supply of
labour and the challenge lies in developing
our human resources.
3. Unemployment and underemployment
are evident, as many skilled workers are
having difficulty finding suitable work and
many are looking outside of the island
(unemployment and underemployment).
4. Migration is seen as very inviting as
persons, especially those with tertiary
qualifications, leave to live and work
elsewhere, resulting in brain drain, many of
whom have been trained at public expense.
However, one positive effect to date is that
money is sent back in the form of remittances,
representing a significant portion of the
country’s gross national product.
5. There are also so many economic
challenges:
Shortage of capital for investment, the
establishment of new businesses or the
expansion of existing ones.
Debt burden, which accumulates from
what has been borrowed that must be
repaid.
YOUTHLINK MAGAZINE | APRIL 9-15, 2013
Low level of productivity across the
Caribbean, as we import more than we
export.
Unequal distribution of natural resources
throughout the Caribbean region.
Lack of diversity in agriculture and a
tendency towards monoculture; there is
little diversification.
A negative balance of payment for many
countries in the Caribbean.
Inability to offer goods at competitive
prices on the international market as it is
hard to keep production cost down.
NATURAL DISASTERS
The Caribbean is susceptible to a range of
natural disasters caused by extreme weather
conditions such as hurricanes, droughts,
earthquakes, volcanic eruptions and
landslides. All these result in losses to
businesses, a drop in productivity and an
increase in expenditure to repair damage,
rebuild infrastructure and to enable people to
return to their productive ways.
ACTIVITY:
Find the meaning of the following terms
related to regional integration:
Bilateral agreement, multilateral agreement,
common market, single market, single
economy, economic integration, independent
state, underdeveloped country, developing
country, developed country, trade
liberalisation, globalisation, multinational
corporation, regionalism, trading bloc, fiscal
policy and monetary policy.
Maureen Campbell teaches at St Hugh’s High School.
Send questions and comments to
[email protected]