PHOTO BY CHRISTOPHER SERJU
These students of Edith Dalton James High School, St Andrew, were in a very good mood when the Study Guide caught up with them recently on their way home in Waterhouse,
insisting that they were well behaved, paid attention in class and actually enjoyed school.
YOUTHLINK MAGAZINE | SEPTEMBER 30 - OCTOBER 6, 2014
11
yl:mathematics
This is a typical exam-type question so please note it well.
Using BOMDAS we first note that the line represents brackets
and so the numerator may be evaluated first. (It is also
appropriate to evaluate the denominator first.)
Lesson Four
CLEMENT RADCLIFFE
Contributor
S WE continue our review of directed numbers, I will
share with you the answers to the problems given for
homework last week.
A
61 –15
3
6
BOMDAS identifies the order in which the operations should
be carried out and must always be obeyed. Where an
expression has multiple operations, then the operations
within the brackets are evaluated first, if they exist.
Multiplication is done before division, while division is done
before addition, and so on.
= 19 – 11
3
6
The LCM of 3 and 6 is 6
=
( 2 x 19) – (1 x 11)
6
=
Evaluate the following:
(i) –6 x –3
=
(ii) –21 ÷ 7
= –3
(iii) 7/12 +
5
/6 – 2/3
The solution to (iii) is based on the conversion of the three
fractions to the same denominator. This denominator is 12, the
LCM of the existing denominators 12, 6 and 3.
(Please note that the LCM of 12, 6 and 3 is 12)
7
/12 +
5
2
/6 – /3
= (7 x 1) + (5 x 2) – (2 x 4)
12
=
7 + 10 – 8 = 9
12 12 12
12
(iv) –8 –4 + 7
= – 5
(v) 2a x –6b
= – 12ab
(vi)
12
/25 x
Let’s now practise the use of BOMDAS.
18
5
/9 ÷ 5/18
(a)
3 + 10 ÷ 5
2
3
We then do the division:
=
3 + 10 ÷ 5
2
3
To divide fractions we invert and multiply.
If the above posed no difficulty, then you are ready to
consider exam-type questions.
=
3 + 10 x 3
2
5
And finally the addition:
=3 + 6
2
= 7½
Practice 2
6x
∴
21+ 1
2 3
21+ 1
2 3
BOMDAS directs that we evaluate
the brackets first (despite the fact that
we are required to add):
= 5
2
+ 1 Using the LCM of 2
3 and 3, that is 6, we
get
Application of the four arithmetic operations to vulgar
fractions
Having reviewed the application of the four arithmetic
operations to whole numbers and vulgar fraction, we may
now consider their application to exam-type questions.
In applying multiple operations to vulgar fractions,
students are required to observe the correct law with respect
to applying the order of the operations as follows:
B - Brackets
D - Divide
O - Of (Multiply) A - Add
M - Multiply
S - Subtract
= ( 3 x 5) + (2 x 1)
6
= 17
=
15 + 2
6
6
Topcomplete the
p problem, we now multiply: p y
6 x 17
6
(c)
27
6
11 x 22
2
3
i cancel: d
Convert to common fractions and
3 x 8
2
3
=
Practice 3
Calculate the value of:
17
61 – 15
3
6
11 x 22
2
3
= 24 = 4
6
Dividing: = 27 ÷ 4 = 27
6
=
(b)
=
Evaluating the denominator:
Practice 1
Calculate the value of: 1 1 + 5 x 2 ÷ 1 2
2
3
Convert
common
fractions
Converttoto
Common
Fractions
= 3 + 5 x 2 ÷ 5
2
3
In this case, three operations are involved.
Using BOMDAS,we do the multiplication first:
That is 5 x 2 = 10
12 x 5 ÷ 5 = 12 x 5 x 18 = 24
25
9 18
25 9
5
25
38 – 11
6
6
x 1
4
=
9
8
The above assumes that you are able to manipulate fractions.
If you are not able to, including cancelling, then you need to
get help in this specific area.
Points to note
In solving a problem such as Practice 3, you may first
evaluate either the numerator or the denominator. You may
verify this by finding the solution beginning with the
denominator.
Finding the LCM CORRECTLY is a very important step
in the solution. If you have difficulty with this step, you
should resolve these at this time.
As Practice 3 requires the exact value, you are not
allowed to express the fraction in decimal form. If this is
done, then your answer would be different from 9
and you may be penalised.
8
Your working must always be clearly shown in logical
sequence as presented above.
Let us now work the following together:
Using a calculator, or otherwise, determine the exact value of:
(4.3)2 – (7.24 – 5.31).
CONTINUED ON NEXT PAGE
Send questions and comments to
editors@gleanerjm.com
12
YOUTHLINK MAGAZINE | SEPTEMBER 30 - OCTOBER 6, 2014
yl:mathematics (continued)
Solution
(4.3)2 – (7.24 – 5.31).
Using the recommended approach, we first evaluate the brackets using
the calculator.
2
(4.3) = 18.49 and (7.24 – 5.31) = 1.93
As there are brackets, you may do the second bracket first as long as
the substitution is done appropriately.
= 18.49 - 1.93 = 16.56
Ans = 16.56
Please be reminded that it is important to get this, the first question on
the exam paper, correct. It, naturally, builds your confidence. Always
remember to apply BOMBAS. Even if the individual operations are done
correctly, the appropriate order is required to get the correct answer.
I close this week with the following:
6½ x 5 + 3.
3
4
1. Calculate the value of
2. Evaluate:
7 ÷
10
2 –4 x 3
5 15 10
3. Simplify
3ѿ – 1ǫ
÷ 1ѿ
4. Find the value of: 18.45 - (3.75)2
5. Find the value of :
41 -1 5
3
6
21 x 22
2
3
Finally, let me urge you to keep all of these lessons together in a
scrapbook so that you can always refer to them. Your scrapbook should
also include solutions to other, similar questions. If you require previous
copies of solutions to similar questions, you should be able to access
these from The Gleaner Company.
Clement Radcliffe is an independent contributor. Send questions and comments to
kerry-ann-hepburn@gleanerjm.com.
GLADSTONE TAYLOR/
PHOTOGRAPHER
Chevon Crooks (left)
of Charlie Smith and
Emelio Rasseau of
Vauxhall high schools
race to gain possession
of the ball during the
ISSA/LIME Manning Cup
at Vauxhall on
September 19.
yl:history
Factors motivating European
exploration by the 1500s
DEBBION HYMAN
Contributor
AT THE end of the lesson you should be able to:
i) Outline five factors that motivated Europeans to explore and settle in the Caribbean up to the end of the 17th century.
Key Terms
Wind systems, technology, trade, religion, national rivalry
Wind Systems and Ocean Currents
The trade winds were important in European exploration as this was the wind system which would take the
Europeans to the Americas. The currents, specifically the North Equatorial Current and the South Equatorial Current
(they flowed east to west), were equally important as they took the ships back out of the Caribbean.
Technological
Fifteenth-century European exploration witnessed a dramatic improvement in navigational technology. The
improvement was largely a result of technologies developed during the Renaissance period – a historical period
characterised by immense learning and discovery. This entailed an increase in ideas in science, politics, religion and
geography. Europeans had developed remarkably seaworthy ships and had learnt how to build ships large enough and
strong enough to sail in any waters. Their cartographic skills improved as well, to the point where Europeans had
accurate maps of the known world. Before, sailors had to rely on hand-drawn maps which were usually inaccurate. In
addition, they developed new navigational instruments such as the compass and the astrolabe. The compass showed in
what direction a ship was moving and the astrolabe used the sun or star to ascertain a ship’s latitude. Other devices
included the quadrant, hourglass, sextant, sundial and cross-staff. In addition, there was an improvement in ship
designs; bigger ships were built that could carry a larger amount of traded goods. These ships were known as carracks.
These new technologies provided the Europeans with the catalyst to undertake exploration.
Trade
Fifteenth-century European exploration was also influenced by the desire to find an alternative trade route to the East.
European products such as linen cloth, wine, furs and woolen goods were exchanged for jewels, ivory, gold, perfume,
cotton, silk, coffee, dye and spices. Merchants, adventurers and government officials were optimistic of finding
precious metals and expanding the areas of trade, especially for the spices of the East. Many of these spices were used
to preserve meat as well as to add flavour to food. Arab traders who had a monopoly on the trade route primarily
provided these spices. These overland trade routes were quite dangerous since they were plagued by bandits. Caravans
that could take very little goods and experience a long journey traversed the route as well. The Portuguese, thus,
sought to achieve a sea route to the East to trade with India and China for these spices. The Portuguese sought to gain
access to the spice trade by sailing eastwards through the Indian Ocean. Later, the Spanish, in an aim to decrease
Portugal’s trade in the East, sought to find an alternative trade route to the East. This demonstrated the national rivalry
between the various European countries.
Desire for mineral wealth
The Europeans carried out exploration in the hope of finding mineral wealth. In the 15th century, most European
countries measured their wealth in the amount of gold and silver (bullion) that it physically held. It was, therefore, in
the best interest of each country to secure as much of the world’s bullion as possible. Since this theory held that one
nation could only prosper at the expense of another, voyages of exploration were seen as necessary to find new lands
and untapped reserves of bullion before other competing nations found them.
Religion
Religion was also a factor influencing 15th-century European exploration. The Spanish and Portuguese, by 1492,
had driven the Muslims Moors out of Europe. The Catholic faith was an integral part of European life and, as such,
they had a deep desire to spread the faith to ‘pagan’ peoples. Religious zeal was high amongst the adventurers who
went out to explore on behalf of their nation.
Debbion Hyman is an independent contributor. Send questions and comments to kerry-ann-hepburn@gleanerjm.com.
YOUTHLINK MAGAZINE | SEPTEMBER 30 - OCTOBER 6, 2014
13
yl:social studies
All kinds of families: Types and unions in the Caribbean
MAUREEN CAMPBELL
Contributor
OBJECTIVES
AT THE end of this lesson, you will be able to:
a) Discuss the typical/legal types of
families in the Caribbean.
b) Identify the type of arrangements by
which couples unite to form a family.
c) Outline the different roles played by
members of a family.
FAMILIES TAKE MANY SHAPES
A family has been defined as a heterosexual
couple and their offspring, biological or
adopted, sharing a common dwelling and
dividing work by gender. In this definition, the
woman takes care of the children inside the
home and the man works outside the home.
Few of today’s families fit this definition of a
married couple who are the biological parents
of children, where the father works outside the
home and the mother is a homemaker.
Families, like the people in them, are very
diverse.
We live in an age where people argue that
there is a variety of family types across the
Caribbean. For example, while some children
live with both parents, many live with only
one parent and others live with one biological
or adoptive parent and one step-parent. Some
do not live with either parent; instead, they are
cared for by other relatives, foster parents or
child-care providers.
SOME TRADITIONAL FAMILY FORMS
Nuclear family
In this type of family both adults are the
biological or adoptive parents of the
children.
Cohabiting families/common
law/consensual union: In this kind of family a
man and woman live together but are not
married. If there are children, at least one of
the adults is a biological or adoptive parent.
Single-parent family
In this family there is only one parent in the
home. One major reason may be the high
divorce rates and the many individuals who
do not wish to marry. Also, relationships may
break down or a parent is absent due to
migration, imprisonment or death. Most
14
single-parent households are matrifocal in the
Caribbean.
Blended/Step family
This type of family is generally created by
divorce and remarriage. In a blended family,
biologically unrelated children may live in the
same household, becoming stepsisters and
stepbrothers.
Extended family
In this type of family there are several
generations of the same family living together.
An extended family may include one or more
of the following: aunts, uncles, nieces,
nephews and cousins. It is a family where
there is frequent and close interaction and
where roles and responsibilities are shared by
various members. This type of family is
particularly common in Indian Caribbean
families.
Sibling household
This is a family where both parents are
absent. This may happen because parent(s)
are either imprisoned, deceased or have
migrated. In this situation, an older brother or
sister usually assumes the responsibility of
providing and caring for the family.
What does family union mean?
‘Union’ describes the type of arrangement
by which the couple comes together to form a
family.
Examples of such unions are:
i. legal marriage
ii. common-law or consensual union
iii. Visiting relationship
Couples unite to form a family through:
1. Legal marriage
This union is characterised by a formal
marriage that is either conducted with a
religious ceremony or a legal ceremony. In the
Caribbean, it is the civil union between a man
and a woman that is recognised by law. Also,
monogamy is the type of marriage practised
in the Caribbean, where a person has only
one wife or husband at a time. Persons under
18 who want to be married must have the
consent of parents. A marriage ends when
there is a divorce, an annulment of the
marriage or if there is an agreement to
separate.
2. The common-law union
In this situation, a man and woman decide
to live together as man and wife without a
marriage ceremony. This arrangement is by
mutual agreement and is, therefore, referred to
as a consensual union.
3. The visiting relationship or ‘friending’
relationship
A man and a woman share a sexual
relationship but do not live together. Children
may or may not be produced. A woman may
go through several of these relationships in
her life. This pattern is called ‘serial
monogamy’.
Roles in the family
A role, sometimes called a social role, is
a collection of behaviours, attitudes,
responsibilities and expectations related to
a particular position a person fills in
society.
The concept of a role comes from social
role theory, which argues that people’s
behaviour is affected by group interactions,
social expectations, and expectations about
rewards and punishments. Most people play
several different roles every day. A woman
may play the role of sister within her family
and serve as a support person and confidante.
At work, she may serve as a boss whose task
is to monitor people’s activities and determine
rewards and punishments. With friends, she
may serve as the life of the party, the person
who keeps the group talking and engaged.
Each of these roles requires filling a specific
function within a group and comes with an
expected set of behaviours. An individual’s
role, therefore, varies depending on his/her
status/social position.
Issues with Social Roles
Although a role can help a person to
determine appropriate behaviour, it can also
pose some challenges. Role confusion
occurs when someone is unsure of what role
to play. Role conflict occurs when two or
more of a person’s roles conflict with one
another.
YOUTHLINK MAGAZINE | SEPTEMBER 30 - OCTOBER 6, 2014
Family Role
People often play specific roles within their
families and these roles may be quite different
from the roles they play at work or with their
friends. Sometimes a person outgrows a family
role but the family continues to expect him or her
to meet the demands of the role. Within family
systems theory, every family member plays a role
as part of the functioning family unit. Each family
establishes its own roles for family members to
play, but common roles include:
Father: Head of the household, the main
provider/breadwinner and the final authority.
Women/mother: Responsible for the
household and for taking care of the children.
Nowadays, there have been many changes
made to the traditional male and female roles
with more women receiving education and
taking high-status jobs.
Sibling: Help with chores around the
house, run errands, fetch supplies, help to
take care of younger siblings.
Activity:
1. Define the terms role, union and status.
2. Explain why we need to have various
roles in a family.
3. Identify the traditional forms of family
types and examine the advantages and
disadvantages of each.
4. Suggest TWO reasons why a marriage
union may be more beneficial than a consensual
or visiting union in the Caribbean region.
Resources
All Kinds of Families: A Guide for Parents
by Jan Hare and Lizbeth A. Gray: University of
Wisconsin, Stout, and Oregon State
University http://www1.cyfernet.org/prog/fam/
nontradfam.html
Social Studies for CSEC by L. BuckleScott, V. Davis-Morrison, A. Jaimungalsingh
and P. Lunt. (Nelson Thornes.)
Maureen Campbell teaches at St Hugh’s High School.
Send questions and comments to kerryann.hepburn@gleanerjm.com.
yl:literatures in english
Studying poetry
BERYL CLARKE
Contributor
ERE, AS promised, are some reasons for the attitude
that we sometimes have towards poetry.
1. The information is packed tightly into a few words
with each word and sound, each image, being significant.
Do remember that you can expand a ten-line poem into
hundreds of prose lines.
2. Poems vary in length – from a few words to
thousands of words.
3. A poem can be on any subject.
4. A poem can be set anywhere, in any country and in
any century.
5. Anybody can write poetry. Children, adults, men,
women, people of every faith or those without any, and
every race and every economic and political status write
poems. Individual ideas, beliefs, attitudes and cultures
affect what is written and how it is written.
6. Poems can be written about anything – trees, markets,
death, money, love, one’s car or hopes and dreams.
H
So, you see, we must approach the study of poetry with
an open mind. I really want you to realise that although it
may take time for you to grasp what the poem is saying, it
will be well worth your while. Poets have no intention of
shutting us out of their work. I believe that they want us to
learn from their literary efforts about our fellow human
beings, ourselves and the world in which we live. They
want us to broaden our horizons and to have some fun too,
in doing so. Below is a poem that is sure to provoke a
reaction from you. I want you to read it carefully a few
times, as you should all the poems on the list. Ensure that
you get the ‘facts’ that this literary work contains. Ask
yourself who or what this poem is about, identify the
speaker’s attitude or attitudes and consider his choice of
words.
West Indies, USA
Cruising at thirty thousand feet above the endless green
the islands seem like dice tossed on a casino’s baize,
some come up lucky, others not. Puerto Rico takes the
pot,
the Dallas of the West Indies, silver linings on the clouds
as we descend are hall-marked, San Juan glitters
like a maverick’s gold ring.
All across the Caribbean
we’d collected terminals - airports are like calling cards,
cultural fingermarks; the hand-written signs at Portau-Prince, Piarco’s sleazy tourist art, the lethargic
contempt of the baggage boys at ‘Vere Bird’ in St
Johns...
And now for plush San Juan.
But the pilot’s bland,
you’re safe in my hands drawl crackles as we land,
“US regulations demand all passengers not
disembarking
at San Juan stay on the plane, I repeat, stay on the
plane.”
Subtle Uncle Sam, afraid too many desperate blacks
might re-enslave this Island of the free,
might jump the barbed
electric fence around ‘America’s
back yard’ and claim that vaunted sanctuary ... ‘Give me
your poor...’
Through toughened, tinted glass the contrasts tantalise;
US patrol cars glide across the shimmering tarmac,
containered baggage trucks unload with fierce efficiency.
So soon we’re climbing,
low above the pulsing city streets;
galvanised shanties overseen by condominiums
polished Cadillacs shimmying past Rastas with
pushcarts
and as we climb, San Juan’s fool’s glitter calls to mind
the shattered innards of a TV set that’s fallen
off the back of a lorry, all painted valves and circuits
the roads like twisted wires,
the bright cars, micro-chips
It’s sharp and jagged and dangerous, and belonged to
someone else.
Stewart Brown, the writer of this poem, has given it what
may be thought of as a strange name and yet it is a valid
one. Puerto Rico is a Caribbean island but, in addition, it
has a special relationship with the USA. The country was
ceded to the USA in 1898 after the Spanish-American War.
In 1952 it became a commonwealth, while maintaining a
voluntary association with the USA. It has full powers of
local government and some of the privileges of the US.
The speaker here is a visitor to the Caribbean. He or she
seems to speak from limited knowledge. References are
made to only three airports even though he says “All across
the Caribbean ...” How much can one learn about a country
from its airport? How fair an assessment can one make
from such limited knowledge? These are questions to be
considered, for from them we learn about the speaker. He
(we will use ‘he’ as the pronoun for our narrator) dismisses
Haiti, Trinidad and Antigua with negative comments but
remarks that San Juan is plush, which should come as no
surprise since in the very first stanza he had referred to
Puerto Rico as the Dallas of the West Indies. Haiti is made
out to be backward; the art pieces at Piarco are described
as squalid, seedy or shabby, therefore not suitable for the
tourists they are meant to attract. As for the porters at the
airport in Antigua, they are sluggish, unenthusiastic and
lacking in respect for those who use this port of entry.
In addition, please note how he associates Puerto Rico
with being a winner, with silver lining and a gold ring. If we
look carefully, we will understand that the speaker is saying
that the islands are involved in a game in which Puerto
Rico is the winner, possibly because of her link with the
USA. He categorises her as a jewel, as the island that
shows hope; the silver lining behind the clouds of the other
islands. He tells us that she is a wealthy place like Dallas,
Texas, the centre of oil money in the USA. The word
maverick in the last line of verse one may be referring to the
fact that the country is not one of the states of the US but an
independent country. No wonder that he says “And now for
plush San Juan.” Clearly, the persona is disenchanted with
the other islands and looks forward to Puerto Rico with
impatience.
I wonder if you could write a response to this poem. Our
discussion will go on next week as we delve into the
speaker’s mind. Till then, hold your head high in spite of
circumstances and move resolutely towards your goals.
God bless!
Beryl Clarke is an independent contributor. Send questions and
comments to kerry-ann.hepburn@gleanerjm.com.
YOUTHLINK MAGAZINE | SEPTEMBER 30 - OCTOBER 6, 2014
15
yl:english
Is English a funny
language to learn? Part 2
NATASHA THOMAS-FRANCIS
Contributor
ELLO, ALL! Last week I shared an
extract from an article which
highlighted the ambiguous yet
comical nature of English. This week, I want
to continue the theme by sharing an extract
from another piece titled ‘The Very Funny
English Language’. This time, try to
highlight why you think there may be
difficulties in the statements. Generate a
discussion among your fellow classmates.
H
There was a row among the oarsmen
about how to row.
If teachers taught, why don’t preachers
praught?
If a vegetarian eats vegetables, what does
a humanitarian eat?
“C’mon, let’s polish the Polish furniture.”
The wind was too strong to wind the sail.
Since there is no time like the present, he
thought it was time to present the present.
How can ‘A Slim Chance’ and ‘A Fat
Chance’ be the same?
How can ‘You’re so cool’ and ‘You’re not
so hot’ be different?
Why are ‘A Wise man’ and ‘A Wise guy’
opposites?
A seamstress and a sewer fell down into a
sewer line.
16
The bandage was wound around the
wound.
I did not object to the object.
The insurance was invalid for the invalid.
Boxing rings are square (not circular).
A lone mouse can transform into a whole
set of mice, but it is impossible for a single
house to become a whole block of hice. (It
becomes houses).
If you have a bunch of odds and ends and
get rid of all but one of them, what do you
call it?
A guinea pig is neither from Guinea, nor
is it a pig.
He could lead if he could only get the
lead out.
The soldier decided to desert his dessert
in the desert.
it.
There is no egg in eggplant nor ham in
hamburger; neither apple nor pine in
pineapple.
The farm was used to produce produce.
English muffins were not invented in
England or French fries in France.
If brother becomes Brethren, why doesn’t
mother become Methren?
If tooth becomes teeth, why doesn’t booth
become beeth?
If one goose becomes two geese, why
doesn’t one moose become two meese?
If I speak of a foot and you show me your
feet, and I give you a boot, would a pair be
called beet?
A box in the plural becomes is boxes.But
an Ox in the plural never becomes oxes. (It
becomes Oxen).
I was proven right that I had the right of
way.
How come you never hear of a
combobulated, gruntled, ruly, or peccable
person?
Why is it that whether you sit down or sit
up, the results are the same?
They were too close to the door to close
If you take an Oriental person and spin
him around several times, does he become
disoriented?
I had to subject the subject to a series of
tests.
If people from Poland are called “Poles,”
why aren’t people from Holland called
“Holes?
When shot at, the dove dove into the
bushes.
You have to marvel at the unique lunacy
of a language in which your house can burn
up as it burns down, in which you fill in a
form by filling it out and in which an alarm
goes off by going on.
It is only in the English language that
people recite at a play and play at a recital.
No sooner had my eye fallen upon the
tear in the painting, than this eye of mine
began to shed many a tear.
I was given a number of injections to
make the pain number.
It’s not ridiculous, but entirely sensible to
ship by truck and send cargo by ship.
If lawyers are disbarred and clergymen
defrocked, doesn’t it follow that electricians
can be delighted, musicians denoted,
cowboys deranged, models deposed, tree
surgeons debarked and dry cleaners
depressed?
The human race has been running for a
great many centuries now – but we’re not
tired yet.
The dump was so full that it had to refuse
more refuse.
Has this been food for thought? Keep the
discussions going on what you find
challenging in English. It is good to face
your fears. Until next week, many blessings
to you!
Natasha Thomas-Francis teaches at Glenmuir High
School. Send questions and comments to kerryann.hepburn@gleanerjm.com.
YOUTHLINK MAGAZINE | SEPTEMBER 30 - OCTOBER 6, 2014
yl:office administration
Size and nature of a business
HYACINTH TUGMAN
Contributor
THERE ARE factors that influence the size of an organisation. Some of these are:
the type of ownership.
the financial constraints.
the market demand for the commodity.
the nature of the product.
Business enterprises are described according to their type of ownership. The types that are usually concerned with
commercial services are:
Sole trader – One person owns a sole-trader business. This person runs the business on his/her own by putting in
all the capital. Therefore, all the profit goes to the owner and he/she is responsible for any losses incurred.
Partnership – At least two but not more than 20 persons, known as partners, share in the ownership of the firm.
Private limited company – At least two persons, known as shareholders, contribute funds to provide share capital
in a business that is controlled by a board of directors. The liability of each shareholder is limited to the amount of share
capital invested.
Public limited company – Securities are traded on a stock exchange and can be bought and sold by anyone. A
public company is strictly regulated and is required by law to publish its financial position so that investors can
determine the worth of its shares. It is owned and controlled by at least two shareholders and there is no limit to the
number of shareholders
Private sector – This is owned and controlled by private enterprises.
STRUCTURE OF THE ORGANISATION
An organisation structure is designed to outline the lines of authority, responsibility and the relationship between the
personnel in an organisation. The structure gives clear lines of demarcation where each employer reports to meet the
objectives of the organisation.
Board of
Directors
General
Manager
Secretary
Marketing
Manager
Production
Manager
Accounts
Manager
(The above organisation chart for a large company is partially done. Please complete it.)
Usually, a large organisation such as a public company will be divided into sections or departments, each of which
performs a particular function within the organisation. A manager directs each function.
So, students, we can now safely say that the office plays an important role in the chain of production – from the raw
material stage until the goods and services are in the hands of the consumer. The office, therefore, is concerned with
processing all documents that are involved.
The functions of the office are based on the collecting, processing, preserving and disseminating of information.
These functions should be controlled so that there will be no waste of time, money, space, material or equipment.
The volume and nature of business activity are determined by the size of the organisation and type of business ownership.
OFFICE LAYOUT
There are two basic forms of layout used for offices – the enclosed (cellular) and the open-plan layout.
The enclosed office consists of small, individual rooms that are occupied by one or two people and offers more
privacy. This type of office is, however, more costly to build and workers are more difficult to supervise.
The open-plan office consists of a large, open room with no dividing walls or partitions. This type of office is less
costly and workers are easily supervised as everyone can be seen.
There is, however, a lack of privacy and the atmosphere is impersonal.
ACTIVITY
List the departments that can be found in a large organization and give the specific tasks that are carried out by each.
See you next week.
Hyacinth Tugman teaches as Glenmuir High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com.
yl:principles of business
Advantages and
disadvantages of
businesses and
sources of capital
YVONNE HARVEY
Contributor
HELLO AGAIN my favourite set of people. How are you all this week? I
trust that you are really enjoying the lessons that have been presented
so far.
This week, I will present a ‘double-barrel lesson’. This will cover
two objectives:
1. To identify the advantages and disadvantages of different forms
of business organisations.
2. To identify sources of capital for the setting up of a business.
In an earlier part of the syllabus we considered different forms of
businesses. Included in our consideration were the advantages and
disadvantages of these various forms of business.
The private-sector forms of businesses are:
Sole traders
Partnerships
Cooperatives
Private companies
Public companies
The public-sector forms of businesses are:
Public corporations
Government departments and ministries
Nationalised industries
Whether businesses are private sector or public sector, they face
advantages as well as disadvantages. These will differ according to
the type of business under consideration. You will need to go back
and look at the various forms of businesses and be able to discuss
their advantages and disadvantages.
Some of the advantages that you may come across include:
Making profit which they may not have to share.
small and manageable sizes.
continuity.
pooling of capital.
owners being committed to the business.
sharing of ideas that benefit the business.
being able to raise large sums of capital.
ease of setting up the business.
minimal set-up costs.
sharing of risks.
limited liability.
quick decision making.
Now think of which businesses each of the above advantages
applies to.
CONTINUED ON NEXT PAGE
YOUTHLINK MAGAZINE | SEPTEMBER 30 - OCTOBER 6, 2014
17
yl:principles of accounts
yl:principles of
business (continued)
Among the disadvantages that
businesses face are:
limited membership.
disagreements among members.
unlimited liability.
difficulty in securing capital.
lack of continuity.
long working hours without
vacations.
owners may not be committed to the
business.
the business may have to reveal its
financial status to the general public.
Now try to attach a form of business or
forms of businesses to each of the above
disadvantages.
Good, you have accomplished the first
objective of this lesson. Now for the
second objective. In the same way that not
all advantages and disadvantages apply to
all forms of businesses, not all forms of
capital are open to all forms of business.
For the sole trader, one might consider:
personal savings.
private loans from friends and
relatives.
inheritances.
loans from small business
associations.
Partnerships can use additional sources
such as:
contributions from each partner.
loans from financial institutions.
Companies have the advantage of being
able to sell shares and debentures as well
as borrow money from financial
institutions.
Co-operatives can pool capital and/or
sell shares, as well as borrow money from
financial institutions.
Public-sector forms of businesses get
funding from central government who, in
turn, collect taxes from the public, collect
money from licenses, trading with other
countries, loans from other countries and
institutions such as the IMF. For local
government, capital comes from central
government and rates that the public pay.
Ensure that you are able to distinguish
between private and public means of
raising capital for businesses.
So, that’s it for this week. Our lesson for
next week will be on collateral that is
necessary for securing some forms of
capital for businesses. Take care of
yourselves until then.
18
The double-entry system
ROXANNE WRIGHT
transactions for the entire accounting year. There are several ledgers
which are classified into three types:
Contributor
HE DOUBLE-entry system is where transactions are recorded
two times in the ledger; one on the debit side of one account
and the credit side of another account. The rules for recording
transactions using the double-entry system are listed below:
1. Every transaction affects two accounts in the ledger where one
account is debited and the other is credited.
2. The amount for the debit entry must equal the amount for the
credit entry.
3. The detail in one account is the name of the other account
affected by the transaction.
T
dLJƉĞƐŽĨ>ĞĚŐĞƌ͗
Ͳ /ƐĂŬŽƌƐĞƚŽĨŬƐŝŶ ǁŚŝĐŚƚŚĞƉĞƌƐŽŶĂů ĂĐĐŽƵŶƚƐŽĨ ĂĐƌĞĚŝƚ
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Ͳ dŚĞ ďĂůĂŶĐĞŽĨ ƚŚĞ ĐƵƐƚŽŵĞƌ͛ƐĂĐĐŽƵŶƚ ƌĞƉƌĞƐĞŶƚƐƚŚĞĂŵŽƵŶƚ ƚŚĞ
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ĂĐĐŽƵŶƚƌĞĐĞŝǀĂďůĞƐ͘
dƌĂĚĞZĞĐĞŝǀĂďůĞƐŝƐŬŶŽǁŶĂƐĂƵƌƌĞŶƚƐƐĞƚŝŶ ƚŚĞĂůĂŶĐĞ^ŚĞĞƚ͘
Ͳ /ƐĂŬŽƌƐĞƚŽĨŬƐŝŶ ǁŚŝĐŚƚŚĞƉĞƌƐŽŶĂů ĂĐĐŽƵŶƚŽĨĐƌĞĚŝƚ
ƐƵƉƉůŝĞƌƐĂƌĞŬĞƉƚ͘
Ͳ ĐƌĞĚŝƚƐƵƉƉůŝĞƌ ŝƐŬŶŽǁŶ ĂƐĂĐƌĞĚŝƚŽƌ͘
Ͳ dŚĞ ďĂůĂŶĐĞŽĨ ƚŚĞ ƐƵƉƉůŝĞƌƐ ĂĐĐŽƵŶƚ ƐŚŽǁƐ ƚŚĞ ĂŵŽƵŶƚ ƚŚĞ ƐƵƉƉůŝĞƌŝƐ
ŽǁĞĚďLJƚŚĞďƵƐŝŶĞƐƐ͘
Ͳ dŚĞƚŽƚĂů ďĂůĂŶĐĞƐŝŶ ƚŚĞƉƵƌĐŚĂƐĞƐůĞĚŐĞƌŝƐƚŚĞƚŽƚĂů ĂŵŽƵŶƚ ƚŚĞ
ďƵƐŝŶĞƐƐŽǁĞƐďLJ ŝƚƐĐƌĞĚŝƚ ƐƵƉƉůŝĞƌƐ͘
Ͳ dŚĞ ĂŵŽƵŶƚ ŝƐŬŶŽǁŶĂƐ ƚƌĂĚĞ ƉĂLJĂďůĞƐ Žƌ ĂĐĐŽƵŶƚƐƉĂLJĂďůĞƐ͘
dƌĂĚĞ WĂLJĂďůĞƐŝƐƐŚŽǁŶĂƐĂƵƌƌĞŶƚ>ŝĂďŝůŝƚLJŝŶƚŚĞĂůĂŶĐĞ^ŚĞĞƚ͘
ϭ͘ ^ĂůĞƐ>ĞĚŐĞƌ
ACCOUNTING EQUATION
Accounts will be classified under one of the following:
Assets
Liabilities
Equity
Revenues
Expenses
Assets, liabilities and capital form part of the accounting equation
as shown below:
Assets = Liabilities + Capital
Equity increases when businesses earn profit; similarly, it
decreases when businesses sustain a loss. Note the extending
equation below:
Assets = Liabilities + Equity + Profit (or less Loss)
Profit and Loss are calculated as below:
Profit = Revenue - Expenses
Whenever expenses are greater than revenue, a loss has incurred.
Recording transactions in the ledger
Q.
What is a ledger?
A.
The ledger is:
i. a special book in which transactions are recorded; simply put, it
is a book in which accounts are kept.
ii. different from other books in the way the columns are drawn to
record transactions.
Format of the ledger:
ĂƚĞ ĞƚĂŝůƐ
&ŽůŝŽ
ŵƚ͘
Ψ
Ϯ͘ WƵƌĐŚĂƐĞƐ
>ĞĚŐĞƌ
ĂƚĞ
ĞƚĂŝůƐ
&ŽůŝŽ
ŵƚ͘
Ψ
N.B. The line between the amount column and the date columns
represents the equal sign in the accounting equation.
TYPES OF LEDGER
In the business many accounts are kept and each account records
WƌŝŶĐŝƉůĞƐ ŽĨ ĐĐŽƵŶƚƐ
>ĞƐƐŽŶ ϰ
^ĞƉƚ ϯϬ ϮϬϭϰ
Rules for recording assets, liabilities, equity, revenue and expenses:
ĂƚĞŐŽƌLJ
ƐƐĞƚƐ
>ŝĂďŝůŝƚŝĞƐ
ƋƵŝƚLJ
ZĞǀĞŶƵĞ
džƉĞŶƐĞƐ
ĂůĂŶĐĞ
ƌ͘
ƌ͘
ƌ͘
ƌ͘
ƌ͘
/ŶĐƌĞĂƐĞ
ƌ͘
ƌ͘
ƌ͘
ƌ͘
ƌ͘
ĞĐƌĞĂƐĞ
ƌ͘
ƌ͘
ƌ͘
ƌ͘
ƌ͘
Simply put:
An increase in an account is recorded on the same side as its
balance, while a decrease is recorded on the opposite side.
This is an appropriate point at which to end this week’s
presentation. 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 recording transactions in
the ledger. See you then.
Roxanne Wright teaches at Immaculate Academy. Send questions and comments
to kerry-ann.hepburn@gleanerjm.com.
YOUTHLINK MAGAZINE | SEPTEMBER 30 - OCTOBER 6, 2014
yl:biology
More on SBA skills – drawing
MONACIA WILLIAMS
Contributor
OW HAVE you been? Can you really
believe that one whole week has passed
since we were last together? Before you
know it, the two CSEC years will be gone so
you need to work hard to ensure that at the
end, when the results are out, you will be
laughing and not crying!
We have started off this year by revising
the SBA skills in which you need to become
proficient. We have already covered one skill
and we will continue this as we look at
another – drawing. Most times when this skill
is introduced the response from students is
“I cannot draw”, because they think that
making biological drawings is the same as
creating drawings for visual arts. It is most
definitely not! It requires different skill sets
and both are governed by different rules!
There is one thing that is common to both,
though; in order to master both skills, you
need to practise, practise and then practise
some more!
What do you need to begin?
You will need a pencil, preferably HB.
Why am I stating the obvious? Because you
would be surprised to know how many
students go to biology classes and exams
without pencils.
Typing sheets (blank paper), a clean
eraser and a ruler.
A calculator, if your multiplication and
division skills are not up to scratch.
What are you going to draw?
You will be drawing flowers, fruits, seeds,
storage organs, human organs and bones and,
guess what, you will be drawing these from
actual specimens, not from your text!
Rules for drawing:
Your drawings mush be accurate; they must
have the significant features of the specimen
that you are drawing.
If you are drawing a flower, then you
cannot draw six petals if the flower has only 5.
If you are drawing a leaf, then the
arrangement of the veins in your drawing must
be the same as in the specimen.
If you are drawing a bone, then the
H
length-to-width ratio in your drawing must be
the same as in the actual specimen.
If all of these criteria are not met, then you
are going to lose marks for accuracy.
Your drawings must be properly labelled,
labelling lines must be drawn with a ruler and
labels should be written in pencil and
annotated.
The following sums up the characteristics
that your finished drawing must have in order
to gain full marks:
Everything must be done in pencil, the
drawing, label lines, labels and annotations,
i.e. brief explanatory notes.
The drawing must occupy at least 70 per
cent of the page.
Ensure as much as possible that your
label lines, labels and annotations are to the
right of your drawing.
All label lines must end at the same
vertical plane.
Label lines must be parallel to the top or
bottom of the page.
Labelling lines must not have arrow
heads or dots where they touch the structure
that is being labelled.
The written title of the drawing must
begin with ‘Drawing showing ...’
The title must be written in capital letters
and placed underneath the drawing.
Cursive must never be used on your
diagram. All labels and annotations must be in
script.
The title must be precise – accurate. For
example, if the drawing is of a flower, then the
type of flower must be stated. If it is a bone,
then the type of bone – femur, tibia; which side
of the body, which view, must also be given.
For example, ‘Drawing showing the anterior
view of the left femur of a mammal’. If it is the
drawing of a vertebra, then it must state the
type of vertebra, for example ‘Drawing showing
the posterior view of a lumbar vertebra’.
The magnification of the drawing must
also be included. This is arrived at after a
calculation is done and gives an indication of
the size of your diagram compared with the
actual specimen. It is advisable to include the
calculation on your paper. It can be written
neatly to the left side of the paper. (The formula
is size of drawing divided by size of
specimen.)
The magnification is written beside the
title with an ‘x’ placed before the number.
Only one place of decimal should be
included. E.g. ‘Drawing showing the interior of
the mammalian kidney x 1.5’
Drawing
The title must be underlined. ‘D
showing the interior of the mammalian kidney
x 1.5’
Do not use shading on your drawing.
I have included for you a marked drawing of
a flower. As you can see, this drawing earned
the student the full 10 marks.
Based on the criteria that you were given, is
there anything on the drawing that does not
meet these requirements?
Notice that the students received 2 marks
for clarity, 4 marks for accuracy, 2 marks for
labels and 2 marks for the title and the
magnification, giving a total of 10 marks.
Have fun drawing! See you next week!
Monacia Williams is an independent contributor. Send
questions and comments to kerryann.hepburn@gleanerjm.com.
YOUTHLINK MAGAZINE | SEPTEMBER 30 - OCTOBER 6, 2014
19
yl:geography
yl:chemistry
The periodic table I
FRANCINE TAYLOR-CAMPBELL
Contributor
THE PERIODIC table is an arrangement of elements in order of increasing atomic (proton) number,
starting from hydrogen ( 1H) and increasing thereafter.
Each element has its own symbol. A capital letter and/or a common letter. Example C – carbon and Cl –
chlorine.
The Periodic Table has columns and rows. The columns are called GROUPS and the rows are called
PERIODS.
Elements in the same group have similar properties. Elements in the same group also have the same
number of electrons in the outer shell. These are called valence electrons and determine how the element
(atom) reacts or bonds. For example, sodium (Na) and lithium (Li) are in the same column, GROUP 1. The
electronic configurations are as follows: 37Li = 2: 1 and 1123 Na = 2:8:1.
Continental drift and
plate tectonics (continued)
I, AND welcome to another lesson in geography. This is a continuation
from last week’s lesson on continental drift and plate tectonics. Last
week, we looked at crustal plates and plate movements and some of the
features that are formed at each plate margin. This lesson takes us closer to the
end of this topic by examining the following objectives.
The objective of this lesson is to:
explain the formation and the distribution of volcanoes
H
FORMATION AND DISTRIBUTION OF VOLCANOES
As we have covered in previous lessons, the shape and geology of the
continents suggest that they were once joined together. Convection currents in
the mantle cause plate motions. Different plates move, for example, oceanic
crust, and form at ocean ridges and become part of the seafloor. The San
Andreas Fault is a great example of a 1200km-long gash that runs from
northern California almost to Mexico. Each year, plate movement along the
fault brings Los Angeles about five centimetres closer to San Francisco.
Key Points:
It is important to note that most geologic activity occurs at the
boundaries between plates (convergent, divergent and transform plate
boundaries).
Volcanoes develop from magma moving upward from deep within Earth.
Earthquakes and volcanic eruptions are most likely to occur at plate
boundaries. Areas outside of these boundaries are known as hot spots.
For persons who may want to pursue a career in earth science, you may aspire
to become a volcanologist. This person is responsible for monitoring volcanic
activity to help forecast an eruption. Volcanologists spend much of their time in
the field, collecting samples and measuring changes in the shape of a volcano.
VOLCANOES
20
What do you notice? Both Li and Na have 1 electron in their last (outer) shell. So, the electrons in the
outer shell determine the group in which the element is placed.
The PERIOD tells how many shells are being filled. Period 1 has the first shell being filled while Period
2 is filling the second shell.
Elements on the periodic table are divided into mainly metals and non-metals. As you go along a
PERIOD, elements change from metals to non-metals. The orange staircase extending across Group 13 to
Group 17 divides the elements into these two groups. Elements that lie close to this line sometimes
exhibit both metallic and non-metallic properties.
Elements that show both metallic and non-metallic properties are called metalloids, for example Si
(silicon) and Ge (germanium).
Some groups of the periodic table have special names.
Group 1 elements are all metals and have one electron in their valence shell. They are called the alkali
metals.
Group 2 elements are also metals and have two electrons in their valence shell. They are called the
alkaline earth metals.
Group 17 elements are called the halogens or salt producers. They are called salt producers as they are
found in many salts. Group 17 elements have seven electrons in their valence shell.
Group 18 (commonly called group O or 8) are called the noble gases. The elements in this group all
have the maximum number of electrons in their outer or valence shells. They are filled and are, therefore,
not in need of any electrons. This makes them stable and unreactive. Other elements normally lose or gain
electrons in order to have a full shell like the noble gases or to have a noble gas configuration.
Between GROUP 2 and GROUP 13 is the middle block of the periodic table that contains the transition
elements (metals). These include elements such as iron, copper and chromium.
The locations of volcanoes are mostly determined by plate movements. They
are fuelled by magma in the Earth’s mantle. Magma can be described or defined
as slushy mixture of molten rock, mineral crystal and gases. Magma that
reaches the Earth’s surface is called lava. Volcanism describes all the processes
associated with the discharge of magma, hot fluids and gases. As you read this
approximately 20 volcanoes are erupting. In a given year, volcanoes will erupt
in about 60 different places on Earth. The distribution of volcanoes on Earth’s
surface is not random. Most volcanoes form at plate boundaries.
Francine Taylor-Campbell teaches at Jamaica College. Send questions and comments to kerry-ann.hepburn@gleanerjm.com.
CONTINUED ON THE NEXT PAGE
The denser oceanic plate slides under the
continental plate into the hot mantle. Parts of
the plate melt and magma rises, eventually
leading to the formation of a volcano.
YOUTHLINK MAGAZINE | SEPTEMBER 30 - OCTOBER 6, 2014
yl:geography (continued)
VOLCANOES AT DIVERGENT PLATE
BOUNDARIES
Volcanoes also erupt at divergent boundaries;
they tend to be non-explosive with gushes of
large amounts of lava. About two thirds of
Earth’s volcanoes erupts under water along
divergent boundaries at ocean ridges. Recall
from the last lesson that at divergent plate
boundaries, tectonic plates move apart and new
ocean floor is produced as magma rises to fill
the gap.
HOTSPOT VOLCANOES
Most of Earth’s active volcanoes are located along plate boundaries.
VOLCANOES AT CONVERGENT
PLATE BOUNDARIES
The majority form at convergent boundaries
and divergent boundaries. Along these
margins, magma rises towards Earth’s surface.
Only about five per cent of magma erupts far
from plate boundaries. Convergent tectonic
plates collide and can form subduction zones
– places where slabs of oceanic crust sinks
into the mantle. The volcanoes associated with
convergent plate boundaries form two major
belts, one of which is the Circum-Pacific Belt,
also called the Pacific Ring of Fire, and the
Mediterranean Belt which includes Mount
Etna and Mount Vesuvius, two volcanoes in
Italy.
Some of Earth’s best-known volcanoes are
formed as a result of hotspots under the ocean.
For example, the Hawaiian Islands, shown in
the map (at right), are located over a plume of
magma. As the rising magma melted through
the crust, it formed volcanoes. The hotspot
formed by the magma plume remained
stationary while the Pacific Plate slowly moved
northwest. Over time, the hotspot has left a trail
of volcanic islands on the floor of the Pacific
Ocean.
yl:information technology
NATALEE A. JOHNSON
Contributor
OOD DAY, students? This is lesson four of our series of
IT lessons. In this week’s lesson, I will be concluding
output devices. At the end of this lesson, you should be
able to define the term hard copy and differentiate between the
different impact and non-impact printers.
G
HARD COPY OUTPUT DEVICES
Hard copy output devices are those that provide output on
printed paper or other permanent media that is human readable
(tangible). Examples of devices that produce hard copy are
printers, plotters and microfiche. Examples of hard copy
documents would include a flyer, a letter, a book, a card and so on.
Printers
The purpose of the printer is to display on paper the
information shown on the computer screen just like the
examples given above with the pictures. The quality of what is
on paper and how fast the information is put on the paper is
dependent on your choice of printer.
Characteristics of printers
Printer speed – The speed of a printer is measured in:
CPM = Character per minute
LPM = Lines per minute
PPM = Pages per minute
Printer quality – This is determined by the printer’s
resolution which is measured in dots per inch (dpi). This
determines how smooth a diagonal line the printer will produce.
Thus, to output text or graphics (such as photos) at a high
quality the resolution would have to be quite high.
There are two types of printers, impact printers and nonimpact printers.
IMPACT PRINTERS
With this type of
printer a hammer
strikes an inked ribbon
on to the paper to form
a character, like a typewriter.
Advantages
Less expensive.
Can make multiple copies of a document (carbon copies
or multiform).
Disadvantages
Noisy.
The printer quality is poor.
Poor graphics or none at all.
Impact printers include Dot Matrix, Daisy Wheel and ‘Band’
or ‘Train’ printer.
TYPES OF IMPACT PRINTERS
Dot Matrix
This printer is relatively
inexpensive and can print
between 100 - 200 cps.
Typically, a character is
made up of a dot matrix 5 x
7. The characters are printed
one at a time. Some printers
are unable to produce graphics, only letters and numbers.
YOUTHLINK MAGAZINE | SEPTEMBER 30 - OCTOBER 6, 2014
CONTINUED ON NEXT PAGE
21
yl:information technology (continued)
Advantages
Inexpensive.
Can make multi-copy forms.
Disadvantage
Slow.
Daisy Wheel
This printer operates at slow speeds, less than 75 cps. It is
noted for letter quality and is used extensively for professional
word-processing. Characters are fully formed on the ‘petals’,
like typewriter keys. The petal strikes an inked ribbon to
produce a character.
Advantage
Best print
quality.
Disadvantages
Very slow
(will print between
20 to 80 cps).
Only one font can be used at a time because you must
change out the Daisy Wheel to change fonts.
Cannot print graphics.
BAND OR ‘TRAIN’ PRINTER
The character set is in a
continuous loop of
characters. Usually, the
complete character set is
repeated several times
around the loop. The loop
rotates in a horizontal line.
There is a set of hammers
across the paper. The
hammer for each character
position strikes the paper
and a carbon on to the
right character on the
chain as it goes around.
Advantages
Very fast.
Will print up to 3,000 lines per minute.
Disadvantages
Very expensive.
Very loud.
NON-IMPACT PRINTERS
With this type of printer there is no actual striking of the
paper. Instead, it uses ink spray or toner powder, heat and
special paper.
Advantages
Quiet.
Can print graphics and often a wider variety of fonts than
impact printers.
Disadvantage
More expensive.
Cannot produce multiple carbon copies
Non-Impact printers include ink jet, thermal and laser
printers.
22
TYPES OF NON-IMPACT PRINTERS
Ink Jet
The ink jet printer, in comparison to the dot matrix or daisy
wheel printer, has a much
faster printing mechanism.
Characters are formed by
spraying ink on to the paper.
Advantages
Quiet.
Produces high-quality
text and graphics.
Able to print colour.
Faster than impact printers.
Disadvantages
Cannot produce multiple copies.
Ink can smear on the paper after printing is done.
THERMAL PRINTER
This type of
printer uses heat on
chemically treated
paper to form
characters. A
thermal printer is
similar in nature to
a fax machine that
uses special rolls of
paper.
Advantage
Quiet.
Disadvantages
Expensive and requires a special paper to print.
Cannot produce multiple copies of a document.
Laser Printer
A laser printer
is extremely fast
and it can
produce highquality output.
It can also print
one page at a
time. A laser
printer works
like a copy
machine, using
toner and a heat bar.
Advantages
Very fast (they can print from 4 to 16 pages per minute).
Produce high-quality printing.
Extremely quiet.
Can print colour.
Disadvantages
Expensive to buy.
Cannot use multiple-copy paper.
Volunteers remove tyres and other garbage from
the Shipwreck beach along the Palisadoes Strip in
Kingston on September 20, in observation of
International Coastal Clean-Up Day.
Plotters
A plotter is a special purpose output device (considered to be
also a printer) that is
used to produce
sophisticated
graphs, charts, maps
and threedimensional
graphics, as well as
high-quality
coloured documents.
It can also be used
to print larger size documents. There are two main categories of
plotters vector and raster plotter.
Microfiche
The computer can output tiny
images on rolls/sheets of microfilm.
Microfiche is a rectangle sheet of
microfilm large enough to contain a
number of pages (or frames) of
data. It can store from 30 to 300
pages. One microfiche is equivalent
to 200 pages of A3 paper.
Disk or Tape
This is a triple-purpose media. It
is used for input, storage and output.
The CPU can send output directly to disks or
tapes. It is also classified as being a
machine, readable device.
We have come to the end of our fourth
lesson. See you next week, and remember
that if you fail to prepare, you should be
prepared to fail.
Natalee A. Johnson teaches at Ardenne High School. Send questions and
comments to kerry-ann.hepburn@gleanerjm.com.
YOUTHLINK MAGAZINE | SEPTEMBER 30 - OCTOBER 6, 2014