Cxc revision

YOUTHLINK MAGAZINE | MARCH 24-30, 2015 11
Teachers and students participate in games at the National Mathematics Exposition.

YOUTHLINK MAGAZINE |12 MARCH 24-30, 2015
yl:english language
MMEELLIISSSSAA MMCCKKEENNZZIIEE
Contributor
I
N THIS lesson, I will provide you with tips
you can bear in mind as you approach
Section C of Paper 02 in the English A
examination. Remember that you have options
in this section and will test your ability to write
creatively. Choose the question in which you
are most competent.
THE PICTURE
Remember that you are not expected to
describe the picture. Instead, you are expected to
write a story in which the scene/thing/person
that is being depicted in the picture plays a very
important part. The picture has to be emphasised
in your story.
THE SENTENCE PROMPT/TITLE
If you are instructed to write a story
using a given title as a guide, then do just that.
The title should be reflected in the events that
your story relates.
If you choose to write a story in which you
are expected to use the given sentence
prompt, please be reminded to:
Insert the given sentences as instructed.
Therefore, if you are instructed to begin or end
the story with the sentence prompt, do just
that. If you are instructed to insert the sentence
prompt as a part of your story, heed this
directive.
Avoid changing any part of the sentence
prompt. Do not change a word or punctuation
mark. Write a story that facilitates the smooth
inclusion of the given sentence prompt. After
all, you are being tested to see how well you
can include the given sentence(s).
REMINDERS
As you write the story ensure that you:
Develop the story line.
Establish an appropriate mood and
setting.
Create realistic characters who are given
feelings and thoughts.
Avoid boring and unimaginative plots.
Narrate events that are connected,
interesting and significant.
Maintain a balanced story by including
details that are relevant to the plot.
Do not mix points of view.
Use dialogue that enhances the story
and is not merely there to make up the word
limit.
Write stories that do not end abruptly or
whose ending seem to be ‘tacked on’.
THE DESCRIPTIVE ESSAY
Remember that the descriptive essay is
not a story. If you write a story, you will be
penalised.
This section tests your ability to create
an impression of a place/event/ person(s)/
thing through the use of language that appeals
to the senses. It requires that you use a great
deal of your imagination in order to create a
picture in words.
Read the given scenario carefully so you
know what you are being specifically asked to
describe.
Make a plan of the aspects you will be
focusing on in your descriptive essay.
Incorporate appropriate figures of
speech and dynamic verbs that will allow the
reader to experience what the writer is sharing.
Use descriptive words that show instead of
tell.
Organise your descriptive essay using
the five-paragraph format as a guide and using
the appropriate organisational sequence. This
provides you with greater control of the details
you include in your description.
Students, make use of these valuable tips
and reminders. Also, continue to engage in
more written practice and read as often as
possible.
Melissa McKenzie teaches at Old Harbour High School.
Send questions and comments to
kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm
General
exam tips
for Paper 2
NORMAN
GRINDLEY/CHIEF
PHOTOGRAPHER
Students of
Hydel High
School make
their way off
the school
campus after
classes were
dismissed
because of the
smoke coming
from the
Riverton City
dump in
Kingston.

yl:chemistry
FFRRAANNCCIINNEE TTAAYYLLOORR--CCAAMMPPBBEELLLL
Contributor
A change in the amount of reactant or product with time describes the reaction rate.
Several factors such as concentration, pressure, temperature, particle size and catalysts
affect reaction rates.
The collision theory states that particles must collide in order to react and they must do so
with a minimum energy to break the bonds. Most factors work by increasing the number of
collisions in the reaction.
If the course of a reaction is followed over time, the concentration of the reactants decrease
while the concentration of the products increase gradually. This depicts the rate of a reaction. By
monitoring loss in mass or gain in volume of gases, the rate of a reaction can be determined.
The graph of the course of a reaction shows that the reaction is fast at the beginning and
gradually slows down with time until it finally stops.
Reaction
rates
Reaction rate increases when concentration, temperature and pressure are increased. This
causes the slope of the graph to get steeper. The graph of a slower reaction is not as steep.
Smaller pieces of reactants can also lead to an increase in reaction rate as more surface area
becomes available for the reaction to take place. Larger pieces lead to a slower reaction.
In a reaction between marble chips and hydrochloric acid, the amount of carbon dioxide
produced increases as the acid concentration increases. The slope of the graph gets steeper.
In the decomposition of hydrogen peroxide, more catalyst (manganese IV oxide) produces
more products (O2) as reaction rate increases.
Francine Taylor-Campbell is an independent contributor. Send questions and comments to

yl:biology
MMOONNAACCIIAA WWIILLLLIIAAMMSS
Contriutor
H
ELLO AGAIN, students. How are you? Good, I hope you
are still remaining on top of your work because, as said
before, that is the only way you are going to manage to
get that grade one while still keeping your sanity.
Last week, we looked at the structures of the elements of the
plant’s transport system. Do you remember what they are? Of
course, you do! The transport system consists of the xylem
and the phloem combined in vascular bundles. Do you
remember the features of the system with which you must be
familiar? Remember, these are usually the focus of the
questions you will get in the exam. In a given question, the
following can be asked:
Label a transverse section of the xylem.
Label a longitudinal section of the phloem.
Give the functions of the sections you have labelled.
State the differences between the xylem and the phloem.
Do not leave the topic until you are able to answer these
questions! Now, we will look at some of the materials that are
transported by the xylem. Do you remember what they are?
That’s right! They are water and minerals. What are these
minerals? In what form are they used by the plants? Why do
plants need them? What will happen to the plant if they are
absent? Lots of questions to be answered, lots of things to
find out! You will find out and be able to answer these
questions by studying the information in the following table.
Transport systems in plants
MOVEMENT OF WATER
Water also enters the plant from the
soil; only, this time the movement is along
a concentration gradient, so the water
moves by osmosis. The concentration of
water around the soil particles is greater
(the concentration of mineral salts is less)
than it is in the cell sap (more minerals
are present here) so water moves by
osmosis. Water then passes along the cell
wall or from vacuole to vacuole by
osmosis until it gets to the xylem. Water is
drawn up the xylem vessels by the
transpiration stream. Have you noticed
that a new concept has just been
introduced? What new concept you
asked? That of the ‘transportation stream’
is the answer. In order to understand this
concept, we will need to look at
transpiration.
TRANSPIRATION
What is transpiration? This is the evaporation of water from the parts of
the plant that are above the ground, mainly the leaves. Most of the cells in
the leaf have thin films of moisture around them. Water is constantly lost
from the leaves through the stomata. This sets up an osmotic gradient
between the cells of the leaf. This, in turn, causes the movement of water
molecules up from the xylem. This movement of water is known as the
transpiration stream. Movement of the water is aided by the fact that the
xylem tubes are without end walls and are very narrow, hence water can
move up the xylem by capillarity. Have you ever noticed that when you place
a straw in your drink the liquid rises up into the straw and, the narrower, the
straw the higher the water rises? This is capillarity. Water also moves by
adhesion and cohesion. Adhesion is the tendency that water molecules have
to stick on to the side of the container, while cohesion is the attraction that
water molecules have for each other.
Transpiration is useful to plants because it:
Keeps the water moving up the xylem.
Carries dissolved mineral salts.
Cools the leaves of the plant by evaporation.
HOW DO THESE MINERALS ENTER THE
PLANT?
All minerals used by the plants are obtained
from the soil. These are taken up in solution by
the root hairs. Do you remember the advantage
that these root hairs confer? They increase the
surface of the root area, hence fulfiling one of
the requirements for the movement of
substances. Do you remember how substances
move? Substances move by diffusion and
osmosis and these two processes require the
presence of concentration gradients. Does a
mineral ion gradient exist between the soil and
the root? Yes, it does, but the gradient is in the
wrong direction for diffusion to take place! The
high ion concentration is in the vacuoles of the
root hairs, so the minerals in the soil solution
cannot move into the root by diffusion. How
does it get into the root hair then? The answer is
that the plant has to use energy to move the
minerals against their concentration gradient.
This is known as active transport and the energy
required is provided by the mitochondria. Once
the minerals in solution enter the cell, the
required gradient is achieved and the ions now
move across the root cells by diffusion until the
xylem is reached.
Next week, we will look at the conditions affecting
transpiration. See you then! Have a good week!
Monacia Williams is an independent contributor. Send questions
and comments to kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

yl:office administration
HHYYAACCIINNTTHH TTUUGGMMAANN
Contributor
I
N EVERY business department, the duties of the clerk is just as important as his/her
superior’s. The duties involve many activities such as filling and word-processing, but the
clerk in the factory office will be involved, specifically, with the following duties:
preparing documents used in production.
progress chasing.
safety procedures.
liaising with other departments.
preparing job cards, progress charts.
maintaining time cards for workers.
In addition to these tasks, the clerk may be asked to organise the hours of work for the factory
workers. If production takes place on a 24-hour basis, then it is likely that workers will be
placed on a shift system. For this, the clerk will need to organise workers on a roster, placing
each person on the shift system and allocating adequate time off.
A report of how productivity levels and output have gone for that day is very important. This
information is used for future planning by management and assist in ensuring that jobs are
proceeding to plan. A progress chaser is what determines each stage of production so that
delays do not arise, where one stage of production may be slowing up work elsewhere.
DOCUMENTS USED IN FACTORY OFFICE
JOB CARD
Gives the details and description of the job and the necessary requirements for the job to be
carried out. It accompanies each job or batch as it progresses through the stages of production.
PLANNING MASTER
This contains every detail about the entire production process to enhance the use of
equipment and labour, keep the production process running, meet deadlines and reach for better
quality. It will show the rate of production that should be attained daily or weekly and will give
details of the factors to be employed in order to achieve this.
JOB COST CARDS
This is specific information to the organisation about the cost for producing a particular unit
of production. The cost may include utility, labour and materials and salaries.
TIME CARDS
This shows the time that the worker ‘clocks in’ and ‘clocks out’ of work. The time card is
usually used with a mechanical clock machine. When the worker arrives at work, it is placed in
the machine where the time is printed; this is also done at the end of the working day. This card
is now used to calculate the amount of hours worked per week.
QUALITY CONTROL CARD
It is important that organisations maintain their quality standards, hence persons are
employed specially to make checks on finished products.
Students, I am going to give you a sample of some of these documents. It is important you
learn them and practise filling them out.
Factory/works control office
PLANNING MASTER
Week Beginning: March 16, 2015
Item to be
produced
6FKRRO
8QLIRUPV
Quantity
required

Materials
needed

DUGV
PDURRQ
PDWW
OLQHQ
Machines
To be
used
6HZLQJ
0DFKLQH
Other tools
Equipment
needed
1HHGOHV
WKUHDG
3LQV
0HDVXULQJ
WDSH
Time
allotted
to task
KUV
Time
taken
KUV
Comments
Planning Master
QUALITY CONTROLL CARD
Date: …………………………
Inspector: …………………….
Quality
Accepted
Rejected
Quality: Meets standard
Did not meet standard
Comments: …………………………………………………..
………………………………………………………………..
___________________
Signature
Quality Control Card
Continue to familiarise yourselves with all the documents in the factory office.
Bye for now.
Hyacinth Tugman is an independent contributor. Send questions and comments to kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

yl:history
DDEEBBBBIIOONN HHYYMMAANN
Contributor
OBJECTIVES
BY THE end of the lesson you should be
able to:
1. List three territories which had an active
peasantry.
2. Describe three factors that facilitated the
development of a Caribbean peasant
population and the growth of the free
village movement in the Caribbean to the
end of the 19th century.
3. Explain three conditions that hindered
the development of a Caribbean peasant
population and the growth of the free
village movement in the Caribbean to the
end of the 19th century.
One of the defining tenets of the British
Caribbean peasantry was the ability of the
people to control the land that they used and
the time and labour they employed on that
land. As a consequence of this requirement,
the peasantry, in the Caribbean, began after
1838 with the freed people who moved off the
estates and who established their own small
holdings of an average size of about two
acres. The reasons for the setting up of the
peasantry are many but, at root, they all reflect
the freed people’s desire to move off the
plantation, which had been their place of
abuse, and to seek out lives for themselves
which they controlled.
Additionally, by being skilled
agriculturalists, the move to an agriculturally
based subsistence lifestyle was one that gave
them comfort. The development of the
peasantry in the British Caribbean, in terms of
its growth and the ability of the freed people
to engage in it, was, however, limited by the
unavailability of land. Hence, the peasantry
developed only in a few of the territories such
as Jamaica, Trinidad, the Windwards and
British Guiana. These places had available
land which could have been utilised for
peasant production by the freed people.
From the outset, the growth of the
peasantry was not in keeping with the aim of
the plantation. This was because both
activities competed for the labour of the freed
people. In this context, therefore, one can
understand that although the peasants did, in
fact, often work on the plantations as part-
time wage earners, in general, their
orientation was in opposition to the
plantation. This occurred because they were
always looking for more land to expand the
peasantry and, by so doing, make their labour
less available to the estates. Thus, the two
main inputs of the plantation, land and labour,
were the two main inputs also required by the
peasantry.
It is no surprise, therefore, that the
plantocracy often pursued policies to hamper
the growth of the peasantry and keep its
labour tied to the estates. These policies
included strategies like raising the price of
landholdings to make it too expensive for the
peasants (peasants often paid £20 per acre of
land, which could be raised to as much as
£200 per acre), as well as to pursue strategies
that would lead the peasants into a form of
debt peonage. The effectiveness to these
policies were, however, limited by the
planters’ own indebtness and their need to
secure labour through the offering of
incentives to the peasant labour force.
The peasantry was a mixed one and the
peasants pursued a number of economic
activities which were not all tied to their own
plots of cultivated land. To this end, they
fished and carried on shopkeeping and
huckstering, in addition to part-time jobs on
the estates. Their land use differed from that
of the plantation and resulted in the setting up
of small holdings and villages away from the
plantation. Indeed, in British Guiana, for
example, by 1852 peasant smallholdings
were valued at over £1 million and numbered
about 11,000, while in Jamaica the
smallholdings, under 50 acres, had grown to
50,000.
Historians studying the development of the
Caribbean peasantry have identified three
stages in its growth. First, a period of
establishment which lasted from 1838 up
until 1850-60; second, a period of
consolidation, which followed on and lasted
until 1900; and, third, a period of saturation,
which lasted from 1900 to the present. During
these phases, the peasantry established itself
as a force for change in the Caribbean and
also demonstrated that it too was a changing
force. As such, the size of the smallholdings
increased over time (especially in order to
remain as viable units) as the focus changed
to cash crops and to the export market. The
conclusion, therefore, is that the peasantry
was always a dynamic force that experienced
different phases in its development.
An important developmental aspect of the
peasantry was its move from an activity
providing initial subsistence for the freed
people to one geared towards the production
and export of cash crops and products. To
this end, the peasants produced export crops
and products such as arrowroot, cotton,
sugar, bananas, citrus, logwood, rum, spices,
coffee, cocoa, ginger and pimento. The
peasantry also introduced new crops and
diversified the monoculture of the sugar
economies. By their activities they, ultimately,
led to a level of self-sufficiency for the
colonies that was never attained in the
previous years under enslavement. Indeed, by
removing the focus from the plantation, the
peasantry directly stimulated the growth of an
independent village life for the freed people,
with the associated services and amenities
such as churches, schools and markets. Also,
the development of the co-operatives in the
Caribbean has been traced to this peasant
development.
Ultimately, the growth of the peasantry in
the British Caribbean was one that succeeded
not because of, but largely in spite of the
colonial authorities. Since the peasants
consisted largely of the freed people, and they
were competing with the estates, no real
encouragement was given to them by the
local governments. Agricultural innovation
and assistance that could easily have been
provided by the state were denied these
peasants. Indeed, it was not until the later part
of the 19th century, with the agitation of the
period and reports like those of the Royal
West India Commission of 1897 (which
pointed out that the peasantry was “a source
of both economic and political strength”),
were the peasants taken seriously. In spite of
these realizations, however, little had actually
been done in terms of official support, and the
Caribbean peasantry has still continued to
exist largely because of the resilience of its
participants.
CONTIUED ON PAGE 22
The development of the
peasantry, 1838 to 1900

yl:information technology
NNAATTAALLEEEE AA.. JJOOHHNNSSOONN
Contributor
G
OOD DAY, students. This is lesson 26 in our series of
lessons. This week, we will look at some key terms
associated with programming, as well as an introduction
to the Pascal language.
There are several programming terms with which you need
to be familiar as a future programmer and now as an IT student.
These terminologies are explained below.
ALGORITHM
A sequence of steps designed to perform a particular task.
Algorithm can be written in any suitable form, such as in a
programming language or pseudocode.
PSEUDOCODE
An imitation computer program written using mathematical
notations and English-like statements to describe the logic to
solve a problem or carry out a procedure. See figure 1 below.
FFiigguurree 11
TEST DATA
Data which is used to test a program for errors/special data
created by a programmer to test the correctness of the
program. For example, using figure 1, you could have the
following test data to test the pseudocode: the value 10 for
num1 and value 5 for num2, which would provide an output of
5 as the difference.
DRY RUN
The process whereby a program is checked to ensure that it
does what it was designed for. Similar to the example shown
above, test data would be used to test the program written to
find the difference of two numbers.
BUG
A software bug is a coding error that causes an unexpected
defect, fault, flaw or imperfection in a computer program. See
example below.
STRUCTURED WALK-THROUGH
A manual trace of the logics of a program using test data.
RUN-TIME ERRORS
These occur when a syntactically correct program statement
cannot execute successfully. A common example is attempting
to divide by zero (0).
LOADING
The process of transferring program and data from
secondary storage to primary storage.
SYNTAX ERRORS
These are errors reported by the compiler/interpreter when
the rules of the language are not obeyed. (An example of this
was shown for the explanation of a bug.)
LOGICAL ERRORS
These errors occur when the expected results of a program
are not met.
TESTING
This is the process of checking a program for errors. This
involves running and compiling the program, where feedback
will be provided by the translator.
DEBUGGING
This is the process of testing, locating and correcting
mistakes by running the program.
INTRODUCTION TO THE PASCAL LANGUAGE
You would have learnt last week that the Pascal language is
a high-level language. Now you are going to learn how to write
a program using the Pascal language and appreciate the first
step of the implementation phase (translate the algorithm into a
specific programming language). There are different versions
of the Pascal program such as Ezy Pascal, Dev Pascal, Turbo
Pascal 1.5, Free Pascal, etc. You will work with the one
selected by your teacher. The formats are similar for all
versions with a few unique program syntax requirement. I will
be using the Dev Pascal version for the upcoming lessons.
STRUCTURE OF A PASCAL PROGRAM
A Pascal program has three distinct parts:
1. The program heading.
2. The program block.
3. The program terminator (a period).
The program heading is a single statement beginning with
the word ‘program’. The heading assigns a name to the
program and lists the input and output streams in parentheses.
The program block is the body of the program. The block is
divided into two distinct parts:
1. The variable declaration section, where all the variables
and data structures used by the program are defined (shown in
program as var).
2. The statement section, where all the action statements of
the program are specified. The statement section is
encapsulated within begin and end statements.
CONTINUED ON PAGE 22
Key programming terms

yl:social studies
MMAAUURREEEENN CCAAMMPPBBEELLLL
Contributor
OBJECTIVES
1. EXPLAIN THE factors that influence
employment, unemployment and
underemployment.
2. Describe the factors and procedures to
be considered in choosing a job or being self-
employed.
EMPLOYMENT
This term refers to persons who receive
salaries or wages for the work they do.
UNEMPLOYMENT RATE
This is defined as the number of
unemployed persons as a percentage of the
labour force, and a person is deemed as
unemployed if he/she is seeking and is
available for work.
UNEMPLOYABLE
This occurs when an individual is
unsuitable for employment or is unable to find
or, in the worst scenario, keep a job.
UNDEREMPLOYMENT
Underemployed by low hours (or
involuntary part-time employment) are those
who are working ‘part time for economic
reasons’, including those who are working
fewer than 35 hours per week because they
cannot find full-time employment.
Underemployed by occupational mismatch
(or overeducated) includes those whose
educational level is greater than the education
required for their present occupation.
SELF-EMPLOYED
A situation in which an individual works for
himself or herself instead of working for an
employer who pays a salary or a wage. A self-
employed individual earns his/her income
through conducting profitable operations from
a trade or business that he/she operates
directly.
NOTE
The levels of employment, unemployment
and underemployment are influenced by:
The availability and the use of capital
that may be used for investment projects in
order to generate jobs for members of the
society.
The level and the range of skills which
are demanded by individuals versus those
which are really available.
The availability and the creation of
markets for goods and services, as this will be
required to enhance capital to continue to
generate employment.
The level of technology which will
become available to develop a country’s
natural resources, which is one of the chief
means of creating jobs in a changing world.
The number of workers available for a
particular sector not matching the availability
of work in that sector. If there is competition,
then many persons may find themselves
without jobs for quite a long time.
Prevailing economic conditions; if the
economy is contracting, there will be higher
levels of unemployment.
TYPES OF UNEMPLOYMENT
Structural unemployment focuses on the
fall in demand for one type of product or
service.
Frictional unemployment is the time
period between jobs when a worker is
searching for or transitioning from one job to
another.
Cyclical unemployment is a type of
unemployment that occurs when there is not
enough demand in the economy to provide
jobs for everyone who wants to work. It is a
downturn in economic activity in a given area.
Seasonal unemployment is a type of
unemployment that occurs after a crop season
or the tourist season, which results in the
laying off of workers.
Casual/temporary is where workers often
have periods of unemployment between jobs.
Normal unemployment occurs when
those who are normally fully employed are out
of work.
Technological unemployment involves
the effects of automation, mechanisation and
computerization, which results in the loss of
jobs.
SELF-EMPLOYMENT
ADVANTAGES
Many persons love to work for themselves.
The benefits of this include independence and
the freedom to set own goals and work out
how these will be achieved.
DISADVANTAGES
This includes bearing all the risks during
initial start-up and being responsible for
continued success. The hours of work will be
longer and there will be constant need for self-
motivation, commitment, sacrifice and
creativity.
Describe the factors and procedures to be
considered in choosing a job
There are countless careers, but it is
important to be aware of the types of jobs from
which you can choose.
Finding a job that’s right for you is
paramount – you’ll enjoy your work, stay
motivated and always strive to do your best. If
you don’t know where to begin, take a step
back and consider the following as a starting
point:
Carry out research, read relevant
magazine articles, look at job
advertisements.
Know your interests, motivations and
work-related values.
Attend career talks and seminars which
will help you to find out what are you good at.
Be cognizant of the skills you have and
those enhanced by your academic or skill-
based degree.
Consider what are the factors that make
up a job you’d love to do? What kind of
lifestyle do you want?
DISCOVER WHICH JOBS SUIT YOU
Think about your transferable skills and
qualities. If you’re empathetic and want to
make a positive difference in people’s lives,
then social work may be your calling.
EXPLORE DIFFERENT INDUSTRIES
Figure out what industry you’d like to be a
part of; this is an important factor to consider
in your job quest.
PERFECT YOUR JOB APPLICATION
Once you’ve focused your search, working
on your CV and cover letter is next on the
agenda.
In order to stay head and shoulders above
the competition, you must tailor your CV
according to the job you are applying for.
Read the job description and person
specification thoroughly and match your skills
and qualities accordingly.
ACTIVITY
1. State five causes of unemployment in the
Caribbean.
2. Suggest three ways in which groups,
individuals and the government may help in
acquiring and maintaining job opportunities
in your country.
3. State three reasons you would become
self-employed.
Maureen Campbell is an independent contributor. Send
questions and comments to
Being
employed

yl:principles of accounts
RROOXXAANNNNEE WWRRIIGGHHTT
Contributor
EXAMINATION TECHNIQUES
CHOOSING EXAMINATION QUESTION
AS AN examination candidate, you must be totally prepared for each exam you are going to
sit. This preparation spans the day you start exploring the syllabus, to the minute you sit in the
examination room and look at the question paper with the opportunity to do the compulsory
question, right to the point where you are required to choose the questions you will attempt.
Having started the syllabus, and being far advanced in completing it now, the important thing
to note is that the examiner will never set a question outside of the syllabus, and that is the
reason for the specific objectives and content. This gives you the advantage of choosing
questions that you should be able to solve by applying the knowledge and principles you would
have grasped while doing practice questions.
This week, a worked example is presented below. Pay keen attention to the principles applied.
WORKED EXAMPLE
a) A. Queenie was a customer of B. Cherry. [1]. From the following information prepared:
i. B. Cherry’s account in A. Queenie’s ledger for the month of October 2013
ii. Balance off the account.
Theory of double-entry
b) From the following particulars prepare A. Queenie’s:
1. Stationery account for the month of October 2013
2. Balance off the account.
REASONING:
[1]
B. Cherry is A. Queenie’s creditor.
[2]
Trade discount is given to encourage customers to buy their products. It is, however, not
recorded in the accounting books.
[3]
The list price is $600 but a trade discount of 20% was given by B. Cherry. We should
subtract this discount to know the recorded price.
[4]
Cash discount is given to encourage customers to pay their debts on promptly. It is recorded
in the accounting books.
WORKINGS:
SOLUTION:
a) BB.. CChheerrrryy
b) SSttaattiioonneerryy
This is an appropriate point at which to end this week’s presentation but, always remember,
“You have to learn the rules of the game, and when you have, to play better than anyone else”.
Look out next week for a presentation on final accounts. See you then.
Roxanne Wright teaches at Immaculate Academy. Send questions and comments to

yl:mathematics
CCLLEEMMEENNTT RRAADDCCLLIIFFFFEE
Contributor
IN THIS lesson, we will review matrices.
REMINDERS
A matrix is a rectangle array of numbers,
for example,
The above is a 2 x 4 matrix, with 2 x 4 representing the
order.
The order identifies the number of rows (horizontal) and
columns (vertical), respectively.
Other examples of matrices are as follows:
Please determine the respective orders of the following:
I do hope that your answers are:- (a) 2 x 2 (b) 2 x 1 (c) 1 x 3
An analysis of the types of problems set by CXC would
suggest that the following are the usual types set with respect
to matrices.
Application of the arithmetic operations to matrices.
Use of matrices to solve simultaneous equations.
Matrix transformation.
In all these areas, the methods involved are relatively
straightforward. The students who take time out to understand,
study and practise them experience very little difficulty. The
areas providing most difficulties are:
Multiplication of matrices especially 2 x 2 matrices.
Determining the inverse of a matrix.
Application of matrix transformation.
Be warned, be prepared. Please spend adequate time to
ensure that you are comfortable with them.
We will now review application of arithmetic operations to
matrices.
MATRIX ADDITION
Only matrices of the same order may be added or subtracted.
EXAMPLE:
Given A =
Find (a) A + B (b) B - A (c) A + C
SOLUTION
(c) A + C These cannot be added as the orders are different.
Have you noticed that corresponding elements are added or
subtracted.
Please let us attempt the following together.
1) Given the matrices:
Evaluate (a) P + Q (b) P - 2Q
SOLUTION
Find the value of x and y.
SOLUTION
Equating corresponding values:
4 + y = 3 y = -1
x - 3 = -1 x = 2
Answer: y = -1 and x = 2
I hope you noticed that corresponding values are the same
in equal matrices.
Please attempt the following examples.
EXAMPLE
SOLUTION
(2) Given that
Find (i) A+B (ii) A - C
SOLUTION
(ii) A + C cannot be evaluated as C is not a matrix.
Please continue to practise addition and subtraction of
matrices. Next week, we continue with multiplication of
matrices.
Clement Radcliffe is an independent contributor. Send questions and
comments to kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm
Matrices2 1 -1 6
4 4 0 13
(a) (b) (c)
3 0 4 3 7 4
1 1 -1
4 2 B = 7 –1 C = 4
1 3 2 5 3
P = 5 4 Q = -2 5
-1 2 0 3
olution
(a) P + Q = 5 4 -2 5 3 9
-1 2 + 0 3 = -1 5
.. P + Q = 3 9
-1 5
(a) A + B = 4 2 + 7 –1 = 11 1
1 3 2 5 3 8
(b) On your own, prove that B – A is 3 –3
1 2
(b) P – 2Q = 5 4 - 2x -2 5 = 5 4 - -4 10
-1 2 0 3 -1 2 0 6
P – 2Q = 9 -6
-1 -4
2) Given that:
4 -2 + y 6 = 3 4
3 x 2 -3 5 -1
(1) Find the value of: 2 + 3 - 0
7 -2 1
Since 4 -2 + y 6 = 3 4
3 x 2 -3 5 -1
Then 4 + y 4 3 4
5 x-3 = 5 -1
By adding
the left hand
side,
2 + 3 - 0 = 2 + 3 - 0 = 5
7 -2 1 7 - 2 - 1 4
A = 3 -2 B= 2 0 C = 5 10
1 4 3 -1 7
(i) A + B = 3 -2 + 2 0 = 5 -2
1 4 3 -1 4 3
Answer = 5 -2
4 3
PHOTO BY BRIAN MCCALLA
Chronixx performs during the Kingstion stop of
his ‘Capture Land Jamaica Part 1’ tour recenty.

BBEERRYYLL CCLLAARRKKEE
Contributor
L
ET US begin our discussion of TThhee MMaann ooff tthhee HHoouussee by Frank
O’Connor. I enjoy this story and I hope that you do too. Do you know
any family that is similar to the one O’Connor writes about here? Any
family unit that is made up of an adult and a child or, more specifically, a
mother and a son? If you do, it will probably help you to understand the
relationship that exists between these two characters. The single-parent
phenomenon is not restricted to Jamaica but occurs worldwide for one
reason or another. Our story, as you know, is set in Ireland. TThhee MMaann ooff tthhee
HHoouussee focuses on the relationship between an ailing mother and her
dutiful 10-year-old son. So, the question that we need to ask ourselves is
why the word ‘man’, and not boy, is used in the title.
Have you found any reason or reasons for the author’s choice? We
should identify some characteristics that we associate with a man, for
example, a sense of responsibility, ability to take decisions, ability to
provide (financially and emotionally) for his family, the ability to
protect his loved ones. In what ways can Sullivan be seen as fulfilling
the role of a man?
Let us look at what happens in this work. We are introduced to a
woman who is coughing, as she has been doing for some time, and her
son who is now concerned about her condition. I trust you noticed his
honesty when he tells us that he had not paid any attention to her
coughing before. This relates, no doubt, to the fact that he is a child.
This morning, however, he does not only hear her but sees her
distressing state and realises that his mother is weak and sick. He takes
over immediately, assuming the role of the household head. He informs
her that she cannot go to work, orders her back to bed and starts to take
care of her as best as he can. By this time, we are all aware that there is
no husband and/or father in the home. What has to be done must be
done by Sullivan or not done at all. There is, of course, a third
alternative – for him to get help from another adult. His sense of duty,
love and ability to act causes him to take on her care himself.
This boy does not shirk the responsibility that has fallen to him. He
makes the tea, a bit too strong, yes; cleans up the kitchen and gets
ready to go shopping. Remember, he is 10 years old and should be
going to school. By the way, do you get the impression that he is
bothered by having to miss school? We can interpret his willingness to
stay home with his mother as evidence of his love and concern for her
and not as a lack of keen interest in school. I want you, though, to
consider the following which gives us an idea of his attitude to the
situation:
I wasn’t a malicious child by any means, but I liked to be able
to take out my comforts and study them by the light of others’
misfortunes.
Later, armed with the shopping list that his mother has had to write,
he spends time looking at his school in what he calls ‘quiet
contemplation’. What is his conclusion? ‘Of all the profound and
simple pleasures of those days, that was the richest.’
When he returns home, he finds that his mother has a visitor. He
could have accepted her offer to make the tea, bearing in mind the fact
that he was not very competent in making it himself, but he graciously
refuses her offer as if he has everything covered.
Miss Ryan frightens him with her talk of pneumonia and though
scared of going into the unfamiliar territory of a pub, he gets the
whiskey for his ‘mum’.
The last section of the story provides us with much food for
thought. He takes the long journey to procure the cough syrup and
then, misled by a little girl, shares the bottle with her so that not a drop
of the cough syrup is left for his mother. He forgets his fear of her
dying in order to please the girl and because he, too, enjoys the syrup.
It is not until it is all gone that he comes to his senses and, quite
child-like, begins to cry. He confesses everything to his mother before
he goes to sleep and wakes to find that the prayer he offered to God
has been answered.
Next week, we will continue to explore AA MMaann ooff tthhee HHoouussee. Until
then, take care and God bless!
Beryl Clarke is an independent contributor. Send questions and comments to
The Man of the House
yl:english literature
yl:principles of business
The small
firm
YYVVOONNNNEE HHAARRVVEEYY
Contributor
H
ELLO, AGAIN. This week’s lesson will cover definitions and
examples of the small firm, characteristics of the small firm and
the role of the small firm in Caribbean communities.
Although we have seen that many firms expand and go into large-
scale production, there are some that do not increase their size but
remain small. In the Caribbean, small firms tend to be more prevalent
than large ones. These small firms exist alongside other large firms.
DEFINITIONS AND EXAMPLES OF SMALL FIRM
It is not an easy task to find one appropriate definition for the small
firm, therefore, many persons use various criteria to identify such
firms. According to B.M.C. Abiraj, in his book PPrriinncciipplleess ooff BBuussiinneessss
ffoorr CCXXCC, several definitions of small firms are used in Trinidad and
Tobago as outlined by the Management Development Centre in Port-
of- Spain. These definitions include:
(a) A firm whose total assets, excluding land and buildings, do not
exceed TT $500,000.
(b) A definition from the Central Statistical Office states that for a firm
to be considered small, it should have fewer than 10 employees.
(c) A third definition states that a small firm should employ one top
manager who should manage the business and perform other
functional duties as well.
Examples of small firms include direct services such as
hairdressing, small shops, restaurants, small private schools, private
nursing homes, etc. You may wish to do some research and add to this
list of examples.
CHARACTERISTICS OF SMALL FIRMS
1. These are firms which cannot easily be divided into departments,
since they lack the space and personnel.
2. Workers in small firms do not specialise much, if at all.
3. Many small businesses are family-oriented.
4. Small firms do not normally have middle-management personnel.
The top manager performs all the important duties himself.
5. Small firms are often characterised by a wide variety of tasks and
skills.
6. These firms exhibit many of the characteristics of the sole trader.
It would be good if you could revise these characteristics.
THE ROLE OF SMALL FIRMS IN CARIBBEAN
COMMUNITIES
1. Small firms provide employment for many, especially in rural areas.
2. They provide services that are either not provided by larger firms
or are not adequately or properly provided.
3. Small firms provide competition to larger firms, forcing them to
be efficient and keep their prices low.
4. These firms serve as a means for persons to supplement regular
income, e.g., as farmers, fishermen, etc, especially where the nature
of work is seasonal.
5. Many small firms assist larger firms in ‘breaking bulk’ and in the
distribution process, e.g., small-scale retailers.
6. Small firms often try out new ideas and expand to become larger
firms, to the benefit of the community.
7. Small firms can manage the demand of small communities,
whereas larger firms may see their demand as insignificant and a
waste of time.
8. These firms are flexible and, therefore, easily adjust to changes in
the community, e.g., changes in the community demand.
9. Some businesses are difficult to control on a large scale. Therefore,
if it were not for the small firm, these businesses would not exist in
some communities, e.g., taxi services.
10. Small firms are often linkages to larger firms in the community,
obtaining materials from them or supplying them.
CONTINUED ON PAGE 22

yl:history
yl:information technology yl:principles of business
CONTIUED FROM PAGE 16
GROWTH OF THE PEASANTRY: EFFORTS OF THE
FREEMEN
(a) AAppaarrtt ffrroomm tthhee mmiissssiioonnaarryy – supported free villages, many
freemen bought their own land with money earned from overtime
work during apprenticeship. They became subsistence farmers but
sold some surplus crops in local markets and, in some cases, grew
sugar cane. They eventually developed trading systems (‘higgling’
in Jamaica) and exported crops: coffee, ginger and pimento in
Jamaica; arrowroot in St Vincent; cocoa and copra in Grenada.
(b) TThhee ccoo--ooppeerraattiivvee vveennttuurree iinn GGuuiiaannaa wwaass sshhoorrtt – lived but
after its collapse co-operative members still sought land by
squatting in the interior.
(c) SSqquuaattttiinngg – illegal occupation of Crown lands in remote
areas; common in large territories.
(d) MMeettaayyaaggee oorr sshhaarreeccrrooppppiinngg.. Labourers produced the sugar
and profits were shared between themselves and the plantation
owner. This was done mainly in the French islands, St Lucia and
Tobago. In Barbados and other areas, the freemen grew sugar cane
on plantation grounds or small plots nearby, the cane was milled
on the estate and the estate owner and growers shared profits.
HINDRANCES
The peasants encountered such difficulties as:
(i) lands not being officially surveyed.
(ii) colonial governments imposing restrictions on the sale of
Crown lands.
(iii) the land itself being very often marginal, infertile and remote.
(iv) requirement of licences for the sale of export crops.
(v) opposition from the planters.
(vi) exploitation of land buyers; they were forced to pay excessively
high prices for inferior land.
(vii) passing of laws restricting the movement of labourers both
within a particular colony and between the various Caribbean
islands.
(viii) paying for costly licences to sell sugar and coffee and for
making charcoal.
ACTIVITY
EXTENDED WRITING
Imagine that you are a journalist in Trinidad in the 1890s and
you’ve been assigned to the newspaper, The Economic Times.
Write an article for publication in which you examine the factors
that led to the development of the peasantry and the obstacles that
hindered its development. Include in your article the impact of the
peasantry on the British Caribbean economy and society.
SOURCES
1. AA PPoosstt EEmmaanncciippaattiioonn HHiissttoorryy ooff tthhee WWeesstt IInnddiieess - Isaac
Dookhan
2. FFrreeeeddoommss WWoonn:: CCaarriibbbbeeaann EEmmaanncciippaattiioonnss,, EEtthhnniicciittiieess aanndd
NNaattiioonnhhoooodd - Hilary Beckles Verene Shepherd
3. NNootteess oonn PPeeaassaanntt DDeevveellooppmmeenntt iinn tthhee WWeesstt IInnddiieess ssiinnccee 11883388
- Woodville Marshall
Debbion Hyman is an independent contributor. Send questions and comments
to kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm
CONTINUED FROM PAGE 17
‘Begin’ and ‘end’ are examples of keywords used in Pascal.
Keywords (or reserved words) are words that have special
meaning in Pascal and can only be used in the predefined context.
That is, they cannot be used as variable names or in any other
context. Other key words are: program, type, var, const, read,
write, readln, and writeln.
When you are adding comments to your program, they are
included between parenthesis { } or between (* *) and can span
multiple lines.
Below is a table comparing the keywords of a pseudocode
versus the keywords used in Pascal.
KEY DISTINCTIONS IN PASCAL
The difference between READ and READLN.
There is no difference between read and readln when working
with numeric values such as 2, 6 and 10. The difference applies
when working with string values or characters on different lines
such as ‘A’, ‘B’ and ‘C’. When the computer reads the first letter
(‘A’), if you use the keyword READ, the program will not move to
the next line to read B and C. So the keyword readln is used to
read in such values.
The difference between WRITE and WRITELN.
The keyword write outputs text or values to the screen in a
single line leaving the cursor positioned at the end of line. On the
other hand, writein, which means write line, outputs text or values
to the screen in more than one line, leaving the cursor at the
beginning of the next line, instead of at the end of the current line.
For example, if you were outputting the sentence ‘My First
Program’.
Using the write keyword it would look like this:-
Using the keyword writein it would appear on the screen like
this:-
TRANSLATING PSEUDOCODE INTO PASCAL CODE
1. The first step in translating an algorithm into Pascal code is
to make a list of all the variables used in the algorithm and
determine their data type (i.e., the type of values that each variable
is to store).
2. Translate the pseudocode into Pascal code based on the
Pascal structure you were given above.
We have come to the end of this lesson. Remember, if you fail
to prepare, you should prepare to fail.
Natalee A. Johnson teaches at Ardenne High School. Send questions and
PSEUDOCODE KEYWORDS PASCAL KEYWORDS
1) The word Start is used to begin an algorithm The word Begin is used to start a Pascal program
2) The word Read is used to input values The words Read and Readln is used to input
values
3)Multiplication * and Division / Same
4) Assignment Symbol Assignment symbol :=
5) To display results/messages: Print, Display,
Output
To display results: Write or Writeln
6) To end an algorithm the word Stop is used To end a Pascal program the word End followed
by a full stop is used. (End.)
Using the keyword Writeln it would appear on the screen like this:-
My
first
program.
__
The words are displayed on
separate lines and cursor is
positioned at the beginning
of the next line.
My first program. __ The Cursor is
positioned at the
end of the line.
CONTINUED FROM PAGE 21
Now go through this lesson again, do some additional
reading on the topic, then write an outline to the following
question:
(a) Define a ‘small firm’. ((22 mmaarrkkss))
(b) Give two examples of small firms. ((22 mmaarrkkss))
(c) Discuss four characteristics of small firms. ((88 mmaarrkkss))
(d) Explain four important roles of small firms in your
local community. ((88 mmaarrkkss))
TToottaall:: 2200 mmaarrkkss..
Remember that in answering questions, where you are
asked to explain or discuss, you must endeavour to expand
on your points in order to gain full marks.
Next week, the lesson will cover the reasons for remaining
small, the advantages/benefits open to small firms and the
disadvantages/challenges faced by them. Take care until
then.
Yvonne Harvey teaches at Glenmir High School. Send questions and
“You are always a
student, never a master.
You have to keep
moving forward.”
- Conrad Hall

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