MAUREEN CAMPBELL

Contributor

OBJECTIVE

A
to:

SSESS THE reasons for laws to protect the family in social situations such as those related

(a) Inheritance (b) Childcare (c) Legal separation (d) Divorce (e) Domestic violence

CHILDCARE
Laws are needed to protect every member of a family in every society. For example, we must protect our children; we must prevent child labour in cases where children are allowed to work regular working hours for wages or beg money on the streets to help support the family; to ensure that children inherit what rightfully belongs to them on the death of their parents; and to prevent parents, relatives, family friends and other persons from physically and emotionally abusing the children. Jamaica passed a detailed child protection law in 2003 the Child Care and Protection Act. The Act provides definitions of child abuse and neglect, procedures for responding to allegations and judicial remedies. The Act mandates that the childs views be taken into account when the child is of sufficient age and maturity to form his or her own views. Further, the Act creates the position of childrens advocates, who will serve as legal representative to a child if it appears to the court that the child is in need of representation and if the child consents to the representation.

Protecting the family

yl:social studies
granted a divorce. The ground for divorce was usually based on common acts such as infidelity, abuse, desertion, among other things. Partners also must show evidence in court that their marriage is broken down and irretrievable. A divorce will be granted in cases where partners provide proof to the court that they have been living separate lives for a continuous period of not less than 12 months before the date of filing the application for the divorce. The court will not listen to cases where partners have been married for less than two years and have not made extensive use of marriage counselling in an attempt to reconcile their differences. Divorce signals the ending of a union. However, the separation does not mean that all ties between both parties will disappear. There are instances where one party may not be able to fully support him/herself for varying reasons; therefore, the other party will have to maintain that individual. The following reasons give credence to maintenance by one party: There are instances where one partner may not be able to engage in meaningful work because of physical, psychological or mental conditions. One party may also have to take care of children born in the marriage.

DOMESTIC VIOLENCE
Many laws have been introduced to protect particularly women and children. These laws now need to be enforced and individuals need to report these acts that are carried out, so these perpetrators may be punished in order to help in preventing domestic violence. parents/guardians maintain the children who are under the age of 18 years. It also ensures that single parents receive some financial support from the other parent. In the event that one of the parents refuses to carry out his/her responsibility towards the child, the court system can intervene and issue an order which, if violated, leads to imprisonment. It is also made clear that parents who leave young children unattended for a lengthy period without a just reason can be penalised by the hands of the law; worst yet if these children were harmed while they were neglected. which has been passed from a dead person to his or her successor. In the past, there had been a legal discrimination against common-law wives and children born out of wedlock. In recent times, however, changes have been made abolishing any legal distinction between children born in wedlock and those born out of wedlock. As the song says, Nuh bastard nuh dey again, everyone lawful. With the many common-law unions in our island, there are also laws which give equal status for inheritance to surviving common-law wives. Where the deceased person does not leave a will It is said that the surviving spouse is entitled to the entire property if there is no child/children or next of kin. The surviving spouse is entitled to two-thirds of the property if the deceased leaves behind a child, who would receive the remainder of the property. If there is more than one child, the spouse will receive one-third of the property.

CHILDREN AND THE LAW

Children have been neglected in many societies until their well-being came under threat in recent times. The attacks on children have captured the attention of the Caribbean governments which have moved swiftly to implement the Child Care and Protection Act. This Act provides definitions of child abuse and neglect, procedures for responding to allegations and judicial remedies. In essence, the Child Care and Protection Act seeks to protect the welfare of the child.

ACTIVITY
Find out more about the laws in your country that deal with: a) Inheritance (b) Childcare (c) Legal separation (d) Divorce (e) Domestic violence

LEGAL SEPARATION
This is the separation of a married couple by a direct order of the court. We must note that the couple remains married and maintains some rights as a spouse.

SOURCE
http://www.slideshare.net/aubynjm/cs ec-social-studies-laws-relating-to-thefamily Social Studies for CSEC: A Caribbean Examinations Council Study Guide
Maureen Campbell teaches at St Hughs High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

MAINTENANCE ACT
Caribbean countries have in place a Child Maintenance Act. This Act also seeks to protect the well-being of children. It is designed to ensure that the
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DIVORCE
The divorce rate in the Caribbean may be acknowledged as alarming. One may also agree that new divorce laws have made it so much easier for couples to be

LAWS RELATING TO INHERITANCE

Inheritance is the property or money

YOUTHLINK MAGAZINE | OCTOBER 23-29, 2012

NATALEE A. JOHNSON
Contributor

Hardware specifications
yl:information technology
OOD DAY, students. This is lesson seven, and in this weeks lesson we will be looking at hardware specifications and terms associated with storage devices. our next lesson). The hard drive you will likely purchase now is the SATA hard disk drives. Examples of hard disk drives and their respective sizes are shown below. 500 GB SATA Hard Disk Drive (5400RPM) 1.0 TB SATA Hard Disk Drive Figure 1 is used to illustrate some of the terms defined above.

READ/WRITE HEAD
A device that reads data from and writes data on to a storage media. (You were introduced to this term in the previous lesson, but it is now being highlighted as one of the key terms associated with storage devices.)

Whenever you decide to buy a new cellphone, laptop or even a desktop computer, one of the first things you should consider and ask the sales clerk is, What are the specs? In other words, you will ask about the storage capacity, memory size and speed of the processor.

MOVABLE HEADS DISK DRIVE

These are disk drives that have one read/write head for each surface. The access arms move in and out in order to access the desired track.

THE PROCESSOR
The processor is measured by its clock speed in megahertz (MHz) or gigahertz (GHz). Hence, the faster the clock speed of the processor the faster is the execution of an instruction, task or command you give the computer. Examples are shown below of a few processors and their respective speeds.  GHz Pentium 4  Pentium 4 processor 540 w/HT technology @ 2.8 GHz  Intel Core Duo @ 2.0 GHz (which facilitates both 32- and 64-bit operating systems)

FIXED HEAD DISK DRIVE

These are disk drives that have one read/write head per track. Therefore, if a disk pack has 20 tracks, then each surface would have 20 read/write heads. This reduces the time needed to access records in a particular sector on a track.

TERMS ASSOCIATED WITH STORAGE DEVICES

Before we look at the terms associated with storage devices, let us first look at how data is stored on a diskette.

Data is recorded on a thin, circular plastic disk, coated with magnetic material. Like other magnetic disks, the diskette must be formatted or divided into areas before data can be read or written to it. Without formatting there would be no way to know what data went with what. Thus, in formatting your diskette your files can be placed in an organised fashion.

Figure 2

MEMORY
When we refer to random access memory/main memory we do not necessarily speak about in what speed it is measured, but rather about its size. Its size is measured in megabytes (MB) and, similar to the processors clock speed, it is better to have more memory as the better the memory the better the performance of your computer. Examples are shown below of two types of memory and their respective sizes.  2 GB DDR  4 GB DDR3 Note: DDR means Double/Dual Data Rate

TERMS TRACK
A track is a concentric circle on the disk where data is stored. On a diskette there are 80 tracks on each surface top and bottom.

SECTOR
A sector is a pie-shape part of a track. Data is recorded along a track within a sector. Each track sector is identified by a unique address so that every recording location can be identified.

CLUSTER
A cluster is a set of track sectors, ranging from 2 to 32 or more depending on the formatting scheme used.

Figure 2 shows the location of the read/write head alongside its corresponding arm(s).

ACCESS TIME CYLINDER

A cylinder is similar tracks on a platter of disk. After formatting the disk, the read/write heads need to access the stored data in as short a time as possible. Heads are mounted on access arms that are positioned between the platters. The access time of a read/write head depends on the following:  seek time: the time taken to move the head to the particular track.  rotational delay: the time it takes the disk to rotate to the particular sector. We have come to the end of this lesson. See you next week. Remember that if you fail to prepare, you should prepare to fail.
Natalee A. Johnson teaches at Ardenne High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

HARD DISK DRIVE (HDD)

In comparison to RAM, main memory processing speed is faster than the hard drive. Information is generally swapped between main memory and the hard drive. The size of a hard drive is measured in gigabytes (GB) and the larger the hard drive capacity the more data and information can be stored. Access time for the HDD is measured in milliseconds (ms). The two main types of hard disk drives are IDE hard drives and the SATA hard disk drives, which are determined by the device interface cable that they use (you will learn about these in
YOUTHLINK MAGAZINE | OCTOBER 23-29, 2012

13

ROXANNE WRIGHT
Contributor

Balance sheet
FACTS YOU MUST REMEMBER:

yl:principles of accounts

ANSWER TO LAST WEEKS ASSIGNMENT:

BALANCE SHEET CONSTRUCTION

We have already established that the balance sheet is a financial statement that expresses the financial position of a firm. It is always shown as at a given date, for example, balance sheet as at December 31, 2011. There are two formats used in presenting the balance sheet. They are horizontal or vertical. Both formats are said to be classified, which means that assets and liabilities are grouped separately and further subdivided into: i. Fixed and current assets ii. Current and long-term liabilities; capital is shown separately on the side with liabilities. Assets and liabilities are listed in either: Order of permanence or Order of liquidity

 Working capital = current assets - current liabilities  Net assets = Fixed assets + current assets - current liabilities - long-term liabilities  Capital = Net assets  Capital at close = capital at start + net profit (or less net loss) - drawings

Below is a horizontal-style balance sheet with assets listed in order of liquidity:

ORDER OF PERMANENCE
Whenever assets are listed in order of permanency, the least liquid asset is listed first. It, therefore, means that the asset hardest to be converted into cash is listed first.

ORDER OF LIQUIDITY
Whenever assets are listed in order of liquidity, the most liquid asset is listed first. Therefore, in the current account section cash would be listed first. One set of order is usually followed for both sets of accountings. The opposite of one is the other. Below is a vertical-style balance sheet with assets listed in the order of permanency:

Never forget: Total of assets is equal to total of liabilities and capital, as the accounting equation states. 1. 2. The horizontal style clearly show the balanced feature, assets = liabilities + capital. 3. The vertical style displays the form of the equation: assets - liabilities = capital. Please visit again next week. See you then.
Roxanne Wright teaches at Immaculate Academy. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

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YOUTHLINK MAGAZINE | OCTOBER 23-29, 2012

BERYL CLARKE
Contributor

HIS WEEK, we are continuing our examination of the novel with a look first at setting. Setting refers to the historical, geographical and physical location of the story. I am sure you realise that where and when and under what physical conditions a story takes place must affect it in some way. A story set, for example, in Libya or even in our country at this period, would, it is likely, include and reflect the fact that violence is a part of daily life. The physical appearance of the area and the culture of the people would contribute to how the story develops. For this reason, you should always take the time to find out about the setting of any novel you are studying. When we talk about the historical setting we are referring to the period early 19th century, or 1480 to 1700 or 1801 or 1776, or the beginning of the 21st century, with its social, cultural, economic and political conditions. Through knowledge of the above you may be able to explain the attitudes and behaviour of the characters. It also helps to know where a narrative is set. One does not expect certain occurrences in a hot tropical location as opposed to a bitterly cold, snowy one. Then, too, the size of the town or district may have an impact on relationships, movement, job prospects, places and sources of entertainment and so on. Physical setting deals with matters like time of day or night, weather, being inside or outside of a building, condition, furnishing and size of the building. So, when you read a story for the first

The novel
part 2
time, just try to assess whether setting has a substantial effect or not. Every novel has characters. They may be few or many as the writer/creator sees fit. Your job is first to identify the major ones, starting with the protagonist. This is usually the one that is most prominently featured, the one who has the leading role. Then you must consider each character to decide, through what he says and does as well as what others say about him, what sort of person he is. Remember that you have to look at the overall picture and make your conclusion in a balanced manner, for the character may not be presented as completely bad or completely good. You should notice, too, whether the characters are fully developed or are one-dimensional, flat, bringing out only one trait. A story must be told by someone; that is, there has to be a narrator. One of your jobs is to identify that person or character and decide whether the narrative is being told by a first-person (I or we) narrator or a third- person (he, she or they) narrator. Is the story told from a wide perspective or a narrow one where we get only one point of view? Is the narrator only an observer or is he also a participant in the action? Does the narrator understand the significance of the events he is describing? This is a question that you must answer, especially if the narrator is a child. Please be mindful, too, that you have to evaluate the accuracy of the narrators view of events. Can he be trusted to give a truthful version or is he biased? How much does he understand of what is happening? You must also be aware that there is a narrator called omniscient because he knows everything. The author, himself/herself sometimes intrudes with information that he/she wishes readers to have. Now let us turn our attention to style. Each writer, just like each of us as individuals, has his own way of expressing his ideas. Because of this you are required to examine words, images, references and even the way sentences are structured. Have you ever been able to tell what social or educational

yl:english literature
group someone belongs to from the persons speech? You can do the same from the written word. The narrators tone can help you to know his attitude to a character or to events. It is usually through the tone, the style and the language that the writer lets readers know if the story is happy or sad; serious or comic; satiric or something else. Symbols are an important part of some stories. When you recognise one you should try to find out the authors reason for including it in his work. How one recognises a symbol is a question that is often asked. If something is mentioned once or twice in a story, it is not likely to be a symbol. If, however, it is repeated several times, is referred to again and again and makes its appearance over and over, you can safely assume that it is one. All stories have themes. The CXC CSEC English B syllabus no longer has a theme section. We are to be able, nevertheless, to discover the central idea(s) or themes in the novels that we study. Carefully trace the main concern(s) of the writer. Consider the relationship between the title and the main theme. Think of the ways the themes are brought out and through which characters. In our next lesson, we are going to Trinidad, the Trinidad of the early 1980s as presented to us in The Wine of Astonishment. This story, written by Earl Lovelace, explores a period or, better yet, a slice of a period before you were born but which I hope you will find fascinating. Until then, continue to prepare for your success and God bless!
Beryl Clarke is an independent contributor. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

RICARDO MAKYN PHOTO

Dane Richards (foreground, right), who scored a brace to ensure Jamaica moved on in the World Cup qualifiers, is congratulated after the match.
YOUTHLINK MAGAZINE | OCTOBER 23-29, 2012 15

Attack on Spains Empire in the Americas

DEBBION HYMAN
Contributor

Onslaught!

yl:history

MONOPOLY PORT SYSTEM

Spain ensured that only legally authorised ports could conduct trade with the settlers in the American empire.

At the end of the lesson students should be able to: 1. Explain what is meant by the suggestion that the Caribbean was the cockpit of Europe. 2. Discuss three measures used by Spain to protect her Spanish empire in the Americas up to 1763. 3. Discuss three measures used by European countries to break the Spanish empire in the Americas up to 1763.

THE ASIENTO
Permission given by the Spanish government to other countries to sell items to the Spanish colonies.

THE COCKPIT OF EUROPE

You must be wondering why the Caribbean was considered as the cockpit of Europe. For us to clearly understand the suggestion we have to understand what was happening in the Americas, specifically the relationship between the various European countries in the 18th century. Spain had established herself as the dominant power in the Americas by the end of the 16th century. However, her possession of the region was being threatened by the French, Dutch and English who wanted to gain territorial and mineral wealth. It is against such a background that the Caribbean would be described as the cockpit of Europe. The idea of the Caribbean being the cockpit of Europe emerges from the imagery of a popular blood sport involving the use of male fighting birds called gamecocks. These birds are placed together, usually two at a time, into a small, enclosed arena where, upon seeing each other, they instinctively begin fighting until one dies. This imagery then, of a cockpit, is perhaps a very appropriate one for describing the interactions of the Europeans in the Caribbean during this period. The analogy is quite appropriate, because, the game birds - these European nations - sought to fight to the death in a small arena with the hope that at the end of the fight only one combatant would remain in charge of the cockpit - the Caribbean.

THE BREAKING OF SPAINS AMERICAN EMPIRE

Several measures were introduced by the Spanish crown to protect its American empire. These included:

PRIVATEERING
Privateers were usually issued with Letters of Marque - special papers given by their home government granting permission to attack, take by force and return the goods from enemy merchant ships. Please note that buccaneers were not under the directive of any home government. In essence, they were pirates without licences. However, their efforts were just as effective as they plundered Spanish ships.

ILLEGAL TRADING
Spain tried relentlessly to protect her trade in the Americas. This protectionism, however, caused problems with the settlers as it prevented them from purchasing from other European settlers. Oftentimes Spanish settlers had to wait until the fleet from Seville returned to get goods before they were able to gain items. This led to shortages in the colonies. RICARDO MAKYN/STAFF PHOTOGRAPHER Traders such as the English illegally sold goods Edmund Bartlett (centre) celebrates being appointed a member of the Order of such as wine, oil, tools and textiles to the Spanish Distinction in the rank of Commander with brother St Aubyn Bartlett (second left), settlers. By the end of the 17th century, it was the sister-in-law Grace Bartlett and his nephews Justin (left) and Brandon.The ceremony was Dutch who were the busiest illegal traders.

held at Kings House, Monday, October 15. SETTLEMENT

which was mandated to control Spanish exploration and colonisation. The body had several functions: a) licensing captains b) collecting all taxes and duties c) maintaining secret information on trade routes and new discoveries d) approving all voyages of exploration and trade the likelihood of privateers and buccaneers attacking Spanish vessels. The French and English established settlements as a means of containing Spanish dominance in the Caribbean. They settled islands that were considered insignificant by the Spanish. The end result of the attempts to reduce Spains hegemony in the Americas was successful, as by 1763 Spains dominant position in the area had dwindled.
Debbion Hyman teaches at St Hughs High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

MEASURES USED BY SPAIN TO PROTECT HER EMPIRE IN THE AMERICAS

Several measures were introduced by the Spanish crown to protect her vast American empire. These included:

UTILISATION OF THE GUARDA COSTA

These were coast guards that patrolled the waters against smugglers and other marauders.

THE ESTABLISHMENT OF THE HOUSE OF TRADE

The House of Trade or Casa de Contratacion was a government agency from the 16th to 18th century,
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THE USE OF A CONVOY SYSTEM

This was a collection of merchant ships with an escort of warships. This was introduced to reduce

THE FORTIFICATION OF IMPORTANT TOWN

This would reduce the likelihood of attacks by rival European nations.

YOUTHLINK MAGAZINE | OCTOBER 23-29, 2012

MARJORIE HENRY
Contributor

Your final report

yl:geography

HE SCHOOL-based assessment (SBA) has been my focus for the last few lessons. I hope that by now you are at least at the same point with me, that is, in the completion of your draft. As I stated in the last lesson there is a particular format to be used in the presentation of your final report. This is listed below. i. Develop a Title Page. This has the title of your study, your name, your registration number, the name of your school and the territory. This information is also needed on the outside cover of the folder in which you are submitting the report. ii. A properly completed Strategy Sheet. iii. Table of Content. The pages of the report must be numbered. The table of content would, therefore, have the list of headings of the content of the study with the corresponding page numbers. iv. Location maps v. Aim of the study vi. Method of data collection vii. Presentation of data viii. Conclusion ix. Bibliography x. Appendix Please note that the last six items listed above are the ones to be included in the table of content. Finally, you are to submit the report in a soft-back folder of letter or A4 size. I have developed some review questions to end my discussion on the SBA. 1. How do I know the topic to do? Your topic is taken from any section of the syllabus. It should be manageable and chosen based on your interest in it. 2. Why do I have to go on field trips? The SBA for this subject is a field study report so field trips are mandatory. 3. Do I go on field trips alone? Field trips can be done in groups. However, the written report is an individual one. 4. Which is more important in the completion of my report, primary or secondary data? The report must be based essentially on primary data, hence the need for the field trips. Secondary data is needed to complement the primary data and, at the same time, to develop your bibliography.

5. What is the strategy sheet? This is the guide to your study. In completing it, you give information on your topic of choice; purpose of the study; how you will obtain the information for your study; how you will present the information; where you will conduct the study and the equipment needed. 6. When is the strategy sheet done? The strategy sheet is done as soon as you have decided on your topic and before you go on the field trips. The completed document must be submitted to your teacher for review. Ultimately, it is included in the final report for submission. 7. Why should I do location maps? The location maps will show the area of focus for your study. There is no written account for the location of your study area. 8. Are illustrations important? Illustrations are absolutely necessary. The data obtained in the field must be illustrated in at least three different ways: graphs, charts, sketches, diagrams, tables and labelled photographs. They must be original and not photocopied. 9. How do I write a conclusion? The conclusion must relate to the aim or aims of the study and should provide an appropriate summary of the findings discussed in the written account. No new information should be introduced in it. 10. Is one source of reference adequate for the bibliography? At least three sources of reference are needed to develop your bibliography. This must include at least one geography textbook. 11. Should the report be only handwritten? You can choose between writing and typing the report. If written, it must legible. The examiner must not be forced to decipher what you have written. 12. Is there a limit to the size of my report? Aim at keeping the report within the limit of 1,500 words. 10 per cent of the marks you earned is deducted as a penalty, should you exceed 1,650 words.

YVONNE HARVEY
Contributor

Savings and investment

yl:principles of busness
state of the economy that businessmen have  the short- and long-term goals of the business/country  political stability or instability  the expectations of investors  rules and regulations of government  whether suppliers are able or not able to meet the orders of investors  the marginal efficiency of capital  the level of economic activity in the economy. See if you are able to link the factors above with the level of investment. Governments play an important role in determining the level of savings and investment. If they increase the rate of interest on deposits, the level of saving would be expected to rise and more investment would likely take place. However, if borrowers interest is increased, borrowers will be expected to decrease their borrowing and, in turn, their investments. Therefore, the increased saving has only made funds available for investments; it does not guarantee investment will take place. Being the largest buyer of capital goods, governments are the largest and most important investors in any country. Since this is so, they have the greatest need for investment funds. If there is a shortage of these funds, they may have to borrow from within or outside the country. Thats it for this lesson. Do have yourselves a wonderful week. Remember to study the entire Section 7: Business Finance for the test next week. Studying involves not just the lesson notes I have presented, but also reading material related to the topics. In the following weeks, we will be going through Section 8: Role of Government in an Economy. Bye for now.
Yvonne Harvey teaches at Glenmuir High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

HIS IS our last lesson on this section of the syllabus. Next week, I will present a test so that you can have an idea of how much you have understood and learnt the information that has been presented to you over the past few weeks.

You will remember that one of the topics we considered was the reasons people save, and we looked at the various methods of saving. Now we are going to cover the link between savings and investment. Individuals, businesses and governments save. To save means to refrain from consumption; that is, not spending a part or all of ones income. The greater the saving, the less the demand for goods and services. When individuals, businesses and governments save, it makes possible the accumulation of funds for investment purposes. This means that one of the most important determinants of investment is the level of accumulated savings. Since individuals, firms and the government require investment, the funds that are available must be shared among the three. Therefore, there will be competition for investment funds. Investment refers to using money to produce capital goods. Capital goods are those that are not consumed for their own sake but are used to produce other goods and services. Examples of capital goods are plant, machinery, equipment, tools and partly finished goods; anything that is used to produce further capital and consumer goods and services. There are a number of factors that affect the level of investment within a firm or within a country. Included are the following factors:  the level of savings  the rate of interest on loans  the level of confidence in the future

Work well at your report. Follow the guidelines given for its completion. Aim at realising the most marks out of 40.
Marjorie Henry is an independent contributor. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

YOUTHLINK MAGAZINE | OCTOBER 23-29, 2012

17

ECORD KEEPING is the process of classifying, arranging and storing information so that it can be easily retrieved. Most offices today use both manual and electronic filing systems to store their information.

Records & information management R

yl:office administration
HYACINTH TUGMAN
Contributor

one file under that customers name, a bank would file them according to the account numbers.

STORING

It is important that records be preserved in order to prevent them from getting torn, defaced, misplaced or lost. Records are retained so that they can be found years later. The length of time a record should be kept will be determined by the organisations policy. There are two ways to organise a record keeping system. Record keeping systems may be centralised or decentralised. Decentralised files are stored in different places, either near the persons who use them often or where they fit best in each office. Centralised files are located in one area. This is where all information of a company is stored and managed, either manually or electronically or by using a combination of both methods. The essential steps for filing are inspecting, indexing, coding, sorting and storing. Sometimes cross-referencing is also done.

Storing involves placing a record in a file folder in a proper file drawer if you are using a manual system, or choosing the proper commands to save a record in an electronic filing system.

 organised to hold current papers only  capable of expansion, if required  appropriate in size not using unnecessary space

ADVANTAGES OF THE ALPHABETICAL SYSTEM:

CROSS-REFERENCING
After indexing and coding, you will determine whether a document may be filed and recalled under different captions. If this is so, a cross-reference sheet showing alternative locations for finding the document must be prepared or a photocopy of the original document is placed in the alternative location(s).

METHODS OF CLASSIFICATION
In any record-keeping system there are four major methods that can be used to organise the information. The alphabetic method is the most widely used because most information can be easily managed in this way. Other record keeping methods are numeric, subject, geographic and electronic all use the alphabetic method as a part of their system.

 it is simple to understand and operate  related documents can be conveniently grouped  it is suitable for incorporating miscellaneous papers.

Filing numerically provides several advantages. This method is very useful when the records themselves are numbers; also, unlimited numbers of new files can be added without running out of captions. Confidential records can be thoroughly safeguarded.

DISADVANTAGES OF THE ALPHABETICAL SYSTEM:

FILING SYSTEMS AND METHODS

Filing systems can be arranged in a variety of ways, but there are several considerations to be taken into account in choosing a filing system. It must be:  quick and simple to operate  easily accessible, ie, the cabinets must be conveniently situated and the files within them easy to locate  suitable for the particular type of correspondence dealt with; the size, volume and nature of the correspondence must be considered

. Alphabetic Where the files contain mainly correspondence with individuals and with other organisations, this is the simplest and most logical classification method to adopt. Each file is given a name, usually the name of the person or organisation to which it relates. The files are kept in alphabetical order. Each drawer or shelf of the filing cabinet is labelled: A-E, F-H and so on.

 confusion may arise with common names  it is difficult to estimate space requirements  it is difficult to operate in a large organisation  it is necessary to cross-reference because some documents may be found under more than one heading.

. Subject Storing and managing information by subject means that the subjects of documents are more important to your office than the names on them. In subject files, information is filed alphabetically by subject. For example, a main file labelled Contracts would be filed before a file labelled Legal Cases.

Subject files can be subdivided into categories to allow for more efficient storage and retrieval. For example, a main subject file labelled Insurance may have subcategories Fire, Theft, Accident, and so on. . Geographic Geographic filing is useful when the information to be stored applies to a particular location (country, region or town). First, break categories down into the most important geographic divisions for your companys operations. Divide these into subdivisions then alphabetise within each subdivision.

INSPECTING
Review each record to determine whether it should be filed.

. Numerical Records can sometimes be retrieved faster if they are filed by number rather than by name or subject. For example, a bank has many customers and some of these customers may have savings accounts as well as chequing accounts, mortgages and personal loans. Rather than combine all the records of an individual in

INDEXING
Decide on a caption for the record. A caption is a name, a letter or a number under which a record is filed. Indexing is really a mental process that requires you to make a decision about file placement.

. Electronic Electronic record is any record that is created, used, maintained, transmitted and disposed of in electronic form. Such records may be stored in computer memory or on flash drive. Records maintained on electronic records storage systems are more susceptible to alteration, loss and unauthorised access and disclosure of information than records stored in other forms. As a result, a specific set of procedures must be included in the overall records-management programme to ensure the security, accuracy and accessibility of the records. Next week, I will look at other aspects of records and information management. Have a good week.

CODING
Once you have decided on a caption for the record to be filed, you must assign a code to the record before filing it. With a record in paper form, coding is done by underlining or highlighting the name under which the record will be filed. This underlining or highlighting will also serve as a reminder to anyone who might be using the record and refilling it in the future.

SORTING
Once you have properly coded the records to be filed, you are ready to sort them. Arrange them in the order in which they will be placed in the file.
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The governor generals consultation for young men and women kicked off recently at the Whispering Bamboo Cove resort in St. Thomas. As part of the I Believe Initiative, young men and women across the three counties will be exposed to talks on entrepreneurship, starting a business and getting funding. One of Thursdays presenters, Lenworth Sutherland, branch manager of Scotiabank, Morant Bay, has the rapt attention of several eager participants.
YOUTHLINK MAGAZINE | OCTOBER 23-29, 2012

Hyacinth Tugman teaches at Glenmuir High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

MONACIA WILLIAMS
Contributor

ELLO AGAIN, students! How are you this week? Have you been having a good time at school so far? I hope you have! Enjoy your school days for they cannot be repeated, no matter how hard you try! This week, we will conclude our study of the requirements for your SBAs. We do this by looking at planning and design. This skill is a sore point for everyone, not just you! Teachers do not like it because they have to think of creative problem statements for students to work on, students dont like it because formulating hypothesis and writing up these experiments require too much thought, and the examiners do not like it because they get bored reading the same experiments every year! Students, you are encouraged to look around you to see what is happening and to use examples of what you see as the basis which you will use to formulate your hypotheses. What is a hypothesis, you ask? That is a good question, because many times this is the word that floors you! A hypothesis is an explanation about how things work or why things happen. This hypothesis is based on particular observations and it must be testable. This means that you should be able to design an experiment the result of which would answer your question.

ANOTHER OBSERVATION

Planning and design

 To investigate the effect of direct light on the distribution of millipedes.  To investigate the distribution of millipedes in moist and dry areas.

yl:biology
DESIGNING THE EXPERIMENT
The experiment that you will design must have the following:  A hypothesis this must clearly relate to the observation that was made.  An aim this must clearly relate to the hypothesis.  A list of the apparatus and materials that you will use in carrying out your experiment. Try to avoid using words such as some, a few and many; be precise. Use instead, 500g of soil, 200cm3 of water, 10 millipedes, etc.  A clear method. Unlike the other experiments that you have written, planning and design experiments are written in the present tense and not in the past tense. This is because the experiment has not yet been done so you are giving instructions in your method. A suitable control must also be included. You should also include the number of repeats of the method that are to be carried out. Repeats increase the validity of your experiment.  Identification of the different variables, the manipulated, the responding and the controlled.  A summary of the expected results. This can be written in point form and would indicate whether your hypothesis is proven or not proven.  A list of the limitations of your experiment.  The observation from which the hypothesis is made must also be included in your write- up. This is placed at the beginning. If all of these criteria are met, you would have been successful in satisfying the requirements for this SBA skill. Remember, it is important to get a good grasp of the requirements for this skill because it often forms a part of your examination. Practise, practise and practise some more! See you next week!
Monacia Williams teaches at Glenmuir High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

FORMULATING THE HYPOTHESIS

Here is a problem that a gardener noticed. He noticed that whenever he planted Impatiens (a flowering plant) they would soon die, but those planted by his neighbour survived for years. He noticed that while his plants were planted under the eaves of his verandah, his neighbours were planted under a spreading breadfruit tree. Suggest a possible hypothesis for the gardeners dilemma, then design an experiment which you could carry out to test your hypothesis.

While redesigning his garden, the gardener had to turn over some stones in order to move them and he noticed that there were many millipedes found under these stones. These animals were not seen anywhere else.

 Millipedes are mostly found in cool, damp areas away from direct light.

POSSIBLE HYPOTHESIS

POSSIBLE AIM

POSSIBLE HYPOTHESIS

 Impatiens grow best in areas that do not receive direct sunlight.  To investigate the effect of direct sunlight on the growth of Impatiens.

ANOTHER OBSERVATION
It is observed that when green bananas are cooked with a slice of lime, they do not darken during cooking. What do you think would be suitable hypothesis formed from this observation? What do you think is preventing the darkening?

POSSIBLE AIM

BARBARA ELLINGTON/PUBLIC AFFAIRS EDITOR The ever fabulous Rosa Joseph grabs a photo op with former Prime Minister P.J. Patterson at the after-party for Thalia Lyn on Monday, October 15 at Stony Hill.

YOUTHLINK MAGAZINE | OCTOBER 23-29, 2012

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NATASHA THOMAS-FRANCIS
Contributor

Clauses
15. The banks of the river (floods/ flood) during the heavy rains is/ are) what the Mr Jones pays 16. Six hundred dollars an hour (i his employees. has/ have) his or her own way of doing things. 17. Each (h 18. Some of Shakespeares plays (contains/ contain) humour. 19. Few (appreciates/ appreciate) his strange sense of fashion. is/ are) a contagious disease. 20. Mumps (i

yl:english language
Before we can go into types of sentences, however, you must be able to make the distinction between a phrase and a clause. Think back to when you were introduced to verbs. Remember that a finite verb is a complete one (such as plays, played, is playing, has played, has to play), while non-finite verb forms are the participles and the infinitive (such as playing, to play) which need helping verbs to make them complete. A phrase is a group of words, usually used as part of a sentence, but without a finite verb. Look at the following examples:  After the journey, I felt tired.  I read a strange book.  She saw him beside the brown chair.  While crossing the road, Bill tripped over. As you can see, none of the groups of words in bold font contain any finite verbs; therefore, they are phrases. A clause is a group of words that has a subject and a predicate (finite verb) and functions as part of a sentence or as a whole sentence. Clauses fall into two categories: main/independent clauses and subordinate/dependent clauses. A main/independent clause has a subject and a predicate (finite verb) and expresses a complete thought. It is the only type of clause that can stand alone as a sentence. A subordinate/dependent clause also has a subject and a predicate (finite verb) but, unlike the main clause, does not express a complete thought and, therefore, cannot stand alone as a sentence. Lets look at the following examples:  [As I knew him well,] I allowed her in.  I felt tired [because I worked all day].  Kingston, [which is a big city], has many entertainment spots for all kinds of people. In the above examples, the underlined part of the sentence expresses a complete thought, and, if the part in parentheses were to be removed, it would stand alone as a sentence. The underlined part is, therefore, the main clause. The part of the sentence surrounded by brackets contains a subject and a predicate but cannot stand alone as a complete thought. This is, therefore, the subordinate clause. In order to identify a subordinate clause you will need to know the following:  A subordinate clause is introduced by either a subordinating conjunction or a relative pronoun:  subordinating conjunctions include: since, when, because, if, as, while  relative pronouns include: that, which, who, whom, whose.  A subordinate clause must not be confused with a phrase.  For example, look at the sentence: Before going home, Alecia will do the shopping. This sentence contains one main clause, but within the clause is a phrase: Before going home Now look at this sentence: Before she goes home, Alecia will do the shopping. In this sentence, a finite verb (goes) has replaced the nonfinite verb going and the subject she has been added to create a subordinate clause: Before she goes home

ELLO, ALL! Recently, we have been exploring subject and verb agreement. This week, we will be looking at phrases and types of clauses. However, before we switch topics let us look at some of the answers from last weeks activities.

ACTIVITY 1
Choose the correct verb in the following sentences: 1. There (was, were) two dogs lying on the pavement. was, were) locked. 2. Neither the windows nor the door (w 3. Neither the hammer nor the nails (was, were) in the toolbox. teaches, teach) 4. Maria, one of the star dancers on the show, (t dancing in her free time. is, are) Ranaldos 5. Toast along with peanut butter and bananas (i favourite breakfast. meets, meet) every Tuesday. 6. The committee (m reaches, reach) my country 7. News of events in foreign countries (r in minutes. has, have) purchased a ticket for the 8. Every boy and girl in school (h concert. was/were) completed by the scheduled 9. Fifty percent of the job (w date. is/are) invited to attend the opening of the new 10. Each person (i community centre. has decided/have decided) to support the 11. A group of politicians (h new legislation. 12. One of the main reasons for crime in most underdeveloped has been/have been) the lack of job opportunities. countries (h have decided) to seek 13. A number of students (has decided/h permission from the principal to visit a classmate who is seriously ill. 14. Many of my friends (is/ are) going to Family Fun Day event in St. Mary.

ACTIVITY 2
The corrections are in parentheses (brackets). Identify and revise the subject-verb agreement errors in this passage. Uncle Stanley and his wife, Aunt Kira, [are] coming to visit me next weekend. Unfortunately, neither of them [is] very interesting. Every time they visit, Aunt Kira sleeps about eighteen hours a day, and Uncle Stanley tells childhood stories over and over. There [are] only about three stories in his entire repertoire, and, although he finds them amusing, neither his stories nor his one and only joke [is] funny at all. I try to get him to discuss other topics, but economics [is] his only real interest, and I dont find that topic very interesting either. I hate to admit it, but I hope the days they spend with me [pass] quickly.

PHRASES AND CLAUSES

Now let us turn to the topic phrases and clauses. It is important that you have knowledge of various types of sentences and actually use them in your extended prose pieces (for example, story writing and argumentative writing). CXC will be testing expression in your writing and your use of various types of sentences will demonstrate to the examiner that you have a good grasp of English language.

RUDOLPH BROWN PHOTOGRAPHER

Olivia Grange greets Yohan Blake at the service of thanksgiving for the 140th Anniversary of the City of Kingston and The Achievements of the London 2012 Olympians and Paralympians, Repairing the Breach, Restoring the Treasure, at the East Queen Street Baptist Church in Kingston on Sunday, October 14.
20 YOUTHLINK MAGAZINE | OCTOBER 23-29, 2012

In next weeks lesson, we will look at some more examples of clauses. Have a productive week! Blessings!
Natasha Thomas-Francis teaches at Glenmuir High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

Structure & bonding part 2

yl:chemistry
FRANCINE TAYLOR-CAMPBELL
Contributor

YOU SHOULD BE ABLE TO:

 Explain metallic bonding using the terms cation and mobile electrons  Define and give examples of ionic crystals, simple molecular and giant molecular crystals  Distinguish between ionic and molecular solids  Metals are able to conduct electricity and heat due to the presence of mobile electrons  Solids can be divided into the following groups; ionic crystals, molecular (simple and giant) and metallic crystals. The differences in the properties of these compounds can be explained by the type of bonds they possess.  Ionic compounds are crystalline solids able to conduct electricity when molten, due to the movement of ions which can carry an electric current. These compounds also have high melting and boiling temperatures due to the strength of the attractive forces between the ions.  Simple molecular crystals have low melting and boiling temperatures due to weak forces of attraction between molecules.  Giant structures of atoms and molecules have very high melting and boiling points due to strong covalent bonds throughout their three-dimensional network.

The arrangement of atoms and ions in a crystal helps to determine the physical properties of thermal and electrical conductivity, melting and boiling points, physical state at room temperature and solubility in solvents. In metallic crystals, the outer electrons of each atom are mobile or delocalised (that is, they do not belong to any particular cation) and come together to form a band or sea of electrons. These electrons will bind to the cations formed from the electron loss, forming a strong bond. In this way, metals are able to conduct heat and electricity since the mobile electrons can move throughout the metal. The strong bonds between the cations and electrons means that they are hard to break, thus metals have high melting and boiling points. Metals are also solids (except mercury) and are malleable and ductile. The bonding in metals can be represented by the diagram below.

state. However, imagine what happens when these ionic crystals are heated; the ions gain more energy to move but because they are oppositely charged vast amounts of energy is required to break this force of attraction and so these crystals have high melting and boiling points. Note: Ionic solids can only conduct electricity when molten, as only then are the ions free enough to move. Examples of ionic solids are sodium chloride, magnesium oxide and potassium iodide. In giant molecular crystals such as graphite, diamond and silicon dioxide, strong covalent bonds exist between the atoms, which make them difficult to melt or boil. On the other hand, simple molecular crystals have covalent bonds within molecules but weak bonds between molecules. Hence, the molecules separate easily at fairly low temperatures.

POINTS TO NOTE

ATTEMPT TO EXPLAIN THE FOLLOWING:

1. Most ionic crystals are solids while simple covalent molecules are not. 2. Sodium chloride does not conduct electricity in its solid state. 3. Metals can conduct heat and electricity. In next weeks lesson, we will examine in greater detail the differences in properties and bonding between sodium chloride, diamond and graphite. Continue to review these points and practise questions from your text.
Francine Taylor Campbell teaches at Jamaica College. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

+e

+e

+e

+e

The mobile electrons form a cloud or band surrounding the cations. The difference in charges holds them together into a strong bond. In an ionic crystal the attraction between cations and anions holds the crystal together into a regular three-dimensional framework. Each cation is surrounded by anions and vice versa. These crystals are solids at room temperature and are unable to conduct electricity in this

Errol Miller, chairman of LIME Foundation, presents a cheque for $700,000 to Georgia W. Lewis Scott (centre), executive director of Youth Opportunities Unlimited (YOU) and Claudette Chin, management consultant and director, towards covering the cost of producing 50,000 Christmas cards for the organisations annual fund-raising effort.
YOUTHLINK MAGAZINE | OCTOBER 23-29, 2012 21

CLEMENT RADCLIFFE
Contributor

Approximation
It is vital for you to be able to convert ratios to fractions in all cases.

yl:mathematics

NB: If it were 5 instead of 8 holding the third place after the decimal, 1 would also be added to the number 2. (ii) 46.428 (The number holding the fourth place is 0, in this case the number 8, which comes three places from the decimal point, remains unchanged) (iii) 2.732 + 1.2 = 7.4529 + 1.2 = 8.6529 = 8.7 NB: 8.70 is incorrect as it represents two decimal places.

AST WEEK, we reviewed indices and several points were presented for your information. I ask that you look carefully at these then join me in checking the homework.

EXAMPLE
A number is divided in the ratio 2:3. What fraction does the smaller ratio represents? As the number is divided into the ratio 2:3, then 2 + 3 = 5 The fractions are 2/5 and 3/5 The answer is 2/5

1. Simplify the following: (a) 5a3b x 4a2b x 7ab3

(b) 12x-4y2 3x3y-5

SOLUTION
(a) 5a3b x 4a2b x 7ab3 = 5 x 4 x 7 x a3 x a2 x a x b x b x b3 As multiplication of the above involves adding indices: . . .5a3b x 4a2b x 7ab3 = 140a6b5 (b) 12x y 3x y = (12 3) x (x x ) x (y y ) As division of the above involves subtracting of indices: . . . = 4 x x-4 -3 x y2- -5 = 4x-7y7
-4 2 3 -5 -4 3 2 -5

EXAMPLE
A sum of money is to be divided among A, B and C in the ratio 3:4:5. The largest portion amounts to $1,800. Calculate: (a) The total sum of money to be shared (b) As share Since the money is shared in the ratio 3:4:5 and the whole is represented by 3 + 4 + 5 = 12, the respective portions are as follows: A = 3/12 or 1/4 B = 4/12 or 1/3 C = 5/12

SIGNIFICANT FIGURE
The degree of accuracy to which a value is required may be determined by the number of figures in the value. For example, a value expressed correct to two significant figures may be in the form of 24, 1,200km or 0.036 litres. All three represent the respective value correct to two significant figures. Please note the pattern.

2. Find the values of: (b) 27-2/3 (c) 813/4 (a) 64-5/6

SOLUTION
(a) Given 64-5/6 , we express 64 in terms of base 2. . . . 64-5/6 = (26)-5/6 . In this case you multiply indices. . =1 . . (26)-5/6 = 2-5 = 1 25 32 (b) 27-2/3, we initially express 27 in terms of base 3. = (33) - -2/3 = 3-2 =1 =1 9 32 (c) Given 813/4, we initially express 81 in terms of base 3. 813/4 = (34) 3/4 = 33 = 27. 3. Solve the following equation for x. 42x = 1/32

If the largest share = $1,800, then this represents Cs share, the total sum is 1,800 x 12. The total sum is $4,320. 5 As share represents 1/4 of the total. This is equal to 1/4 x $4,320 = $1,080. As share is $1,080 Finally, we will now review briefly aspects of approximation.

EXAMPLE
Express 259.163 correct to: (i) 3 Significant figures (ii) 4 Significant figures

SOLUTION
(i) 259 (The number holding the fourth place is 1 so the 9 remains unchanged.) NB: 259.0 is incorrect as it represents four significant figures. NB: Since 6 > 5, then 1 is added to the 1 similar to the (ii) 259.2 (N method above.)

APPROXIMATION
This topic highlights the various degrees of accuracy to which a value may be expressed. While counting always gives an accurate value, it is measurement which lends itself to approximation, depending on the nature of the instrument used. For example, an electronic balance can measure the weight in grams of a sample to three or more decimal places. It should be noted that this degree of accuracy is not always required. You, therefore, have the option of giving a value to the degree of accuracy you require. The three methods which are usually used at this level are: 1. Decimal places 2. Significant figures 3. Standard form

SOLUTION
4 = 1/32 (22)2x = 1 x 2-5 24x = 2-5 Since 4x and -5 are both powers of 2 then equating indices, 4x = -5 x = -5/4 I expect that you experienced no difficulty so we can now proceed to review Ratio.
2x

STANDARD FORM
This is a very effective means of expressing values, especially for very large or very small numbers. The standard form is A x 10n, where A is a number between 1 and 10 and n, the power of 10, is an integer (positive or negative whole number, or zero.)

EXAMPLE DECIMAL PLACES

Numbers may be expressed correct to a specified number of decimal places, as in the case of the following: Express 46.42806 (i) Correct to 2 decimal places. (ii) Correct to 3 decimal places (iii) Evaluate 2.732 + 1.2 Correct to decimal place. Express 3,715,382 in standard form. a) 372 x 106 b) 3.72 x 10-6 6 c) 3.72 x 10 d) 3.72 x 107 Since the standard form is A x 10n, using the above definition of A and n, then A is 3.72. In the number 3,715,382, since the decimal place is after the 2, then it is moved 6 places to the left, to between 3 and 7, consistent with the definition of A, therefore n = 6. The standard form is, therefore, 3.72 x 106. The answer is (c).
Clement Radcliffe is an independent contributor. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

RATIO
If two values are in the ratio 2:7, then each represents, respectively, the fraction of 2/9 and 7/9 of the whole.

SOLUTION
(i) 46.43 (Start by looking first at the number which is holding the third place after the decimal point. It is 8. Since 8 is more then 5, 1 is added to the number 2, the number which comes two places after the decimal point.)
YOUTHLINK MAGAZINE | OCTOBER 23-29, 2012

PROOF
In this case the whole is taken as 2 + 7 = 9. The fractions are 2/9 and 7/9.
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