Head boy Akeem Bennett makes a point during an

Head boy Akeem Bennett makes a point during an auditorium site visit at Wolmer’s Boys’ School to Douglas Orane (centre), trustee and chairman of the fundraising committee
and Hubert Smith, site manager, Bruce English & Associates.
YOUTHLINK MAGAZINE | FEBRUARY 3-9, 2015
11
yl:english language
Prose comprehension
MELISSA MCKENZIE
passage and use your own words when
responding.
Contributor
TUDENTS, THIS week I will give you a
comprehension passage on which you
can work. I will give you some tips that
will aid you in answering the questions.
S
Read the extract below, then answer the
questions that follow.
Quiet and the night came early and Leonard
sat there feeling a flicker of restlessness. He
needed his books, a radio perhaps; he wasn’t
sure why he had been delaying going into
Kingston to fetch his things. The pattern he
had established of working on the house had
completely absorbed him, but, he thought,
stretching lazily, it was time to make the trip
into town. He would go there the next day, get
it over with. If he went like that, midweek,
there would be nobody there. He could simply
pick up his two boxes and leave the key with
the next door neighbour. He would not have to
face his parents and their aggrieved
comments, the small guilt-making jabs, ‘after
all they had done’, giving up his job, ‘such
good prospects’, to hide himself away ‘in the
depths of the beyond’, as they put it. And, of
course, he could not explain. He could not
say that the prospect of working to buy things
did not interest him, of drifting into a
marriage, much like theirs, did not interest
him. It was all sound, solid, and it frightened
him, the years stretching ahead, known even
before they had happened. He wanted to make
something very simple, very different, for
himself. He could not explain because they
were so proud of having lived out Grandma
Miriam’s dream, to be educated,
professionals, a far remove from Grandpa
Sam, travelling in on the country bus with his
country talk and his bag of yams.
Adapted from C. Craig’s Mint Tea and
Other Stories, Heinemann, 1993, p.63
12
Question B requires you to explain what
the phrase reveals about how Leonard feels
about the trip into town. Ask yourself: What is
the phrase suggesting?
Question C is pretty simple and it is
safe to say it is at the literal level. Does the
passage clearly indicate what he does to
avoid his parents?
/
RUDOLPH BROWN PHOTOGRAPHER
Dancehall artiste Beenie Man (right) converses with (from left) Anthony
Smikle, CEO of Cornwall Regional Hospital; Gary ‘Butch’ Hendrickson,
chairman, Continental Baking Company; and Brian Jardim, CEO, Rainforest
Seafoods, during the 2015 Rainforest Seafood Festival press launch held on
Slipe Road in Kingston recently.
a) Why was Leonard feeling a ‘flicker of
(2 marks)
restlessness’ (line 1)?
ii) Quote two phrases that highlight this
(2 marks)
attitude.
b) What does the phrase ‘get it over with’
(line 5) tell us about Leonard’s reaction to
the idea of the trip into town? (2 marks)
f) What was Grandma Miriam’s ambition for
(1 marks)
her children?
c) How did Leonard decide to avoid his
(2 marks)
parents?
d) What was it about his parents’ chosen
way of life that frightened Leonard?
(2 marks)
e) i. What was the attitude of Leonard’s
parents to his chosen lifestyle? (2 marks)
g) What does the last sentence (lines 1315) suggest about Grandma Miriam’s
reaction to the lifestyle of Grandpa Sam?
(2 marks)
Total 15 marks
TIPS
Question A requires you to infer. Do not
lift a response from the passage. Draw a
conclusion based on what is suggested in the
YOUTHLINK MAGAZINE | FEBRUARY 3-9, 2015
Question D may pose a challenge. Pay
close attention to the lines that communicate
Leonard’s impression of his parents’ marriage
and make a conclusion. Again, do not lift
lines to form your response but attempt to
paraphrase. This shows that you have an
understanding of what you have read.
Question E: It is not enough to say a
negative or positive attitude. Use more
striking words or try to explain the attitude
they have. ii) Quote TWO phrases – not two
sentences.
Question F: This is also literal-level
question. It is quite easy.
Question G: The word ‘suggest’ signals
that you will have to pay attention to the given
lines and deduce Grandma Miriam’s
impression/reaction.
I hope these tips have been useful. Next
week I will share my responses with you. We
will then move on to story writing.
Melissa McKenzie teaches at Old Harbour High
School. Send questions and comments to
kerry-ann.hepburn@gleanerjm.com
yl:social studies
The judiciary:
Court structure and hierarchy
MAUREEN CAMPBELL
Judicial Committee
Contributor
AMAICA’S POLITICAL system is
categorised as a parliamentary
democracy and is based on the
separation of powers, which puts forward a
system of checks and balances coordinated
by three branches of government: the
executive, responsible for running the
government and implementing law; the
legislature, which is charged with the making
of laws; and the judiciary, which administers
the law and resolves disputes relating to the
law. Each of these bodies exists
independently, as a check on the other two
bodies, preventing the exceeding or abusing
of their authority.
Of the Privy Council
J
Furthermore, the legal system of Jamaica is
based on British common law. The
administration of justice is carried out
through a network of courts. The structure of
the Jamaican judicial system is based on five
basic tiers. The courts of Jamaica are:
THE PETTY SESSIONS COURT
This court is presided over by justices of
the peace. The Petty Sessions Court requires
a minimum of two justices to be properly
constituted.
THE RESIDENT MAGISTRATES’
COURTS
At the parish level, the Resident
Magistrates’ Courts deal with less serious
civil and criminal offences. The resident
magistrate of a parish is also the coroner and
conducts preliminary inquiries into criminal
matters. Resident magistrates have the
jurisdiction to try cases summarily as well as
on indictment. The level of sanction, in terms
of fines and imprisonment, are lower than that
which may be imposed in the Supreme Court.
Court of Appeal
Gun Court
Supreme Court
Revenue Court
Criminal, Civil, Commercial, Review/
Constitution Divisions
Night
Coroners
Traffic
Drug
Court
Court
Court
Court
Resident Magistrates
Court
Tax
Family
Juvenile
Small
Court
Court
Court
Claims Court
Criminal and Civil
Petty Sessions Court
Resident magistrates preside over a range
of courts at this level. Apart from exercising
jurisdiction in criminal cases, resident
magistrates preside over the Coroner’s Court,
Traffic Court, Drug Court, Tax Court, Family
Court, Juvenile Court and Civil Court.
Appeals from the Resident Magistrates’
Courts are to the Court of Appeal.
THE SUPREME COURT
This is a superior court of record and has
unlimited jurisdiction. Courts of equivalent
jurisdiction in other countries are sometimes
called high courts. The Supreme Court has
jurisdiction in civil, criminal, family,
commercial, succession and admiralty cases.
There are also specialised courts, exercising
superior jurisdiction, which are presided over
by Supreme Court judges. These are the High
and Circuit Court Divisions of the Gun Court
and the Revenue Court in Jamaica. Appeals
from the Supreme Court are also made to the
Court of Appeal.
THE COURT OF APPEAL
This is the court to which all appeals are
first referred in the island. The Court of
Appeal is the fourth tier of the court structure.
The Court of Appeal consists of the president
of the Court of Appeal, the chief justice and
six judges of the Court of the Appeal. A
person who is dissatisfied with a decision at
one of the other courts, except Petty
Sessions, can appeal to this court. Petty
Sessions appeals are heard by a judge in
chambers. Its procedure is governed by
statute. It may confirm, overturn or vary
judgments in any cases in which there are
appeals from any of the first-tier courts.
JUDICIAL COMMITTEE OF THE PRIVY
COUNCIL
In the majority of cases, the decisions of
the Court of Appeal may be subject to appeal
to the Judicial Committee of the Privy
Council. Under the Constitution, the final
court of appeal for decisions made by the
YOUTHLINK MAGAZINE | FEBRUARY 3-9, 2015
Court of Appeal in Jamaica is the Judicial
Committee of the Queen’s Privy Council
which sits in London, England. It hears
appeals on criminal and civil matters from the
Jamaican Court of Appeal. It may recommend
confirmation or overturn the judgment of the
Court of Appeal. The Privy Council is the fifth
and highest tier of the Jamaican court system.
Appeals to the Privy Council are restricted to
cases of a certain monetary value or where
they are of exceptional public importance.
THE CARIBBEAN COURT OF JUSTICE
(CCJ)
Since almost immediately following
Independence in 1962, Caribbean legal
scholars have advocated a regional final court
of appeal to replace the Judicial Committee of
the Privy Council. In 2001, the Caribbean
Court of Justice, a regional court of appeal
consisting of Caribbean jurists, was
introduced into the British-speaking
Caribbean by treaty. The Caribbean Court of
Justice (CCJ), it is hoped, will eventually
replace the Privy Council as the final court of
appeal in Jamaica and the Caribbean.
This is one of the primary institutions of
the Caribbean Community (CARICOM). The
CCJ has two core functions – to act as the
final appellate court for CARICOM member
states and as an international court ruling on
matters relating to the foreign policy
coordination of the Revised Treaty of
Chaguaramas (2001) that outlines terms of
economic cooperation among CARICOM
members.
SPECIAL COURTS IN JAMAICA
There are other special courts - Traffic
Court, Gun Court, Family Court and Revenue
Court.
CONTINUED ON PAGE 22
13
yl:principles of business
YVONNE HARVEY
Contributor
ELLO, FRIENDS. I hope you all look
forward to these sessions as much as I
do. I intend to cover types of
production this week and levels of production
next week. Definitions are important in
principles of business; therefore, before we
begin to discuss this topic, we will first define
the term ‘production’.
H
Production refers to the combining of the
factors of production to create goods and
services to satisfy people’s wants. The types
(stages) of production should not be confused
with the levels of production.
The levels of production classify the
amounts of goods and services produced
under three different headings: subsistence,
domestic and surplus/export levels. These
levels of production will be considered next
week.
When we produce, the activities carried out
fall under different headings known as the
stages, types or branches of production.
Production can be placed under three or four
such stages, types or branches.
THE THREE STAGES OF PRODUCTION
(A) PRIMARY PRODUCTION
The industries involved in primary
production are known as extractive industries.
This is the raw-material stage of production.
Raw materials are extracted from the
environment. Examples of primary production
includes mining, fishing, lumbering,
quarrying, agriculture, etc. In the Caribbean
region, agriculture is an important primary
activity. Most Caribbean countries produce
sugar cane, bananas and a variety of fruits.
(B) SECONDARY PRODUCTION
Secondary production is also referred to as
the manufacturing and construction stage of
production. Secondary production cannot take
place without primary production. This stage
of production involves putting the raw
materials extracted at stage one together to
make finished or semi-finished goods. It also
includes all kinds of construction work.
Examples of manufacturing include sugar
14
Types of
production
cane to rum, bauxite to aluminum, lumber to
furniture, coffee beans to coffee, etc.
Construction involves the construction of
houses and other buildings as well as roads,
bridges, etc.
SECONDARY
Manufacturing Industries
e.g., food processing, garment making,
furniture making, etc.
TERTIARY
(C) TERTIARY PRODUCTION
The third stage of production is also called
the service stage of production. It involves the
provision of indirect (impersonal) and direct
(personal) services. The indirect services are
all those used to distribute the goods
produced in the secondary stage of
production. These services include those of
the wholesaler, retailer, importer, exporter,
insurers, transporters, etc. The direct services
include the services of doctors, nurses,
teachers, hairdressers, plumbers, electricians,
etc. In the Caribbean, tourism is an important
area under tertiary production. The personal
touch provided to our visitors earns us the
much-needed foreign exchange.
Construction Industries
e.g., road building, bridge construction,
house building,etc.
PRIMARY
Service Industries
e.g., dentist, banking, telecommunications,
etc.
With the information discussed on the three
stages of production, can you construct a
similar diagram to the one above? Your steps
will begin with primary and end with tertiary.
When considering the four stages of
production, the primary stage is the same as
when considering three stages. However, the
secondary stage will involve only
manufacturing and not manufacturing and
construction. Construction will fall under the
tertiary stage and all services, direct and
indirect, will fall under the fourth stage,
known as the quaternary stage. Below, I have
provided a diagram which summarises the
four stages of production.
Most production in the Caribbean region
falls under the primary stage of production.
Some production will be secondary and a
small amount tertiary. In countries that are
more developed than those in our region, the
majority of productive activity is under the
manufacturing, construction and service
stages. The implications of this is that primary
production does not earn much income for a
country, whereas manufacturing, construction
and service industries earn a significant
amount. Therefore, countries in the Caribbean
region need to concentrate on developing
activities that fall under the stages beyond the
primary stage of production.
QUATERNARY
HOMEWORK
THE FOUR STAGES OF PRODUCTION
Extractive Industries
e.g., mining, fishing, lumbering, etc.
(a) Define ‘production’. (2 marks)
(b) Explain what is meant by ‘ stages of
YOUTHLINK MAGAZINE | FEBRUARY 3-9, 2015
/
RICARDO MAKYN STAFF PHOTOGRAPHER
Miss Universe Jamaica Kaci Fennell
walks through the airport terminals
with grace and elegance after
returning home from Florida recently.
production’. (2 marks)
(c) Classify the following areas of
production under the appropriate stage
(use three stages of production)
(i) bauxite
(ii) lumbering
(iii) coffee processing
(iv) nursing
(v) selling
(vi) building a school
(vii) constructing a road
(viii) harvesting cotton
(ix) making pots
(10 marks)
(x) dentistry
CONTINUED ON PAGE 22
yl:office administration
Human resources office
Times of payment
Hours of work
Length of holidays
Welfare services and conditions
Name of department in which employee
will be located
Length of notice to be given by
employer and employee for termination of
employment.
HYACINTH TUGMAN
Contributor
I, STUDENTS! I hope you have been
making notes on the lessons we have
done so far. I will continue to look at
other functions and the importance of the
human resources office:
H
STAFF WELFARE
Staff welfare is concerned with the
maintenance of safe working conditions and
the provision of services for employees.
These services include pension scheme,
superannuation scheme, medical scheme and
safety regulations.
SERVICE RECORD
A service record indicates the date of the
employee’s first appointment to the particular
organisation, the position he or she has held
and the length of time served in each post.
LEAVE
PROMOTION, TRANSFER, LAYOFF
AND DISMISSAL
As organisations change they have different
labour requirements. If a firm is expanding,
new jobs are created. On the other hand, if the
volume of work is reduced, the workforce
declines. These factors usually influence
promotion, transfer, layoff and dismissal.
CONTRIBUTED PHOTO
Wisynco’s team for the Colour Me Happy 5K was happy to run for the cause
to build a new basic school.
Leave may be granted with pay or without
pay. The different categories of leave include:
study leave, vacation leave, sick leave, special
leave, compassionate leave, maternity leave
and no-pay leave. Again, I am going to
require of you to make notes on the different
categories of leave.
PERSONAL HISTORY
DISCIPLINARY PROCEDURES
It is the employees’ responsibility to
familiarise themselves with the organisations’
rules and regulations. Organisations often
provide employees with a staff handbook,
code of regulations or other written
documents indicating the companys’
disciplinary procedures.
The HR department, at times, may find it
necessary to discipline employees on matters
relating to poor performance, absence or lack
of punctuality, gross misconduct, harassment
and misuse of the organisation’s facilities.
STATUTORY PROVISIONS FOR
EMPLOYEE PROTECTION
There are statutory provisions for employee
protection. Such provisions are legislated and
outline protected conditions such as:
Employee’s leave rights
Public holidays leave/pay
Sick leave
National minimum wage rate
Maximum work hours.
DUTIES AND RESPONSIBILITIES OF A
CLERK IN A HUMAN RESOURCES
OFFICE
The clerk in this office usually carries out
duties under the supervision of the HR
manager/officer. Very strict confidentiality
should be observed by this person in dealing
with personnel matters.
THE DUTIES INCLUDE:
Writing routine letters, e.g., a letter in
response to a request for information on a
vacancy; a letter inviting an applicant to an
interview; a letter to a successful applicant:
Arranging meetings for interviews
Maintaining files and records, including
confidential records
Sorting various forms, including
application, appraisal, etc.
Providing information regarding job
vacancies, leave, insurance, etc.
CONTRACTS OF EMPLOYMENT
A contract of employment is a document
which gives the employee certain particulars
pertaining to the conditions of the service. It
usually indicates:
Date of commencement
Remuneration
YOUTHLINK MAGAZINE | FEBRUARY 3-9, 2015
This is usually recorded from the
employee’s résumé. When the HR office
receives additional information pertaining to
qualifications, training, promotion, marriage,
change of address, etc, these details are
added to the employee’s personal history.
APPRAISAL FORM
An employee appraisal form is a record of
performance evaluation. It allows
organisations to compare employees, using
the same criteria, and becomes part of each
employee’s personal file. The completion of
the employee appraisal form must be both
impersonal and impartial.
See you next week.
Hyacinth Tugman is an independent contributor. Send
questions and comments to
kerry-ann.hepburn@gleanerjm.com
15
yl:principles of accounts
Trial balance, errors and suspense account
ROXANNE WRIGHT
Contributor
VOCABULARY
TRIAL BALANCE
THE TRIAL balance is prepared to ensure that debit and credit entries are correctly entered.
It is also used to check the accuracy of the transactions or amounts entered in the ledger.
It is used to list all accounts that are in the ledger.
YOU ARE REQUIRED TO:
ERROR OF OMISSION
a. Prepare the journal entries necessary to correct the entries.
Narrations are required.
b. Write up the suspense account and balance it to show the
amount of error not yet discovered.
This is an error that will not be revealed by the trial balance.
It is the complete failure to record a transaction in the books.
REVERSAL OF ENTRY
This error will not be revealed by the trial balance.
Entries are made on one side of an account and vice versa.
REASONING:
[>1]
The error is in the purchases day book, therefore, both the purchases and creditors’ accounts
are affected.
ERROR OF PRINCIPLES
This is another error that will not be revealed by the trial balance.
This is where posting is made to the wrong type of account. For example, motor vehicle
repairs expenses wrongly debited to the motor vehicle account.
ERROR OF COMMISSION
This is an account showing balance equal difference in trial balance.
Example:
E. Neil
Trial balance as on January 31, 2014
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ϵϵϬϬϬ
ϭϬϬϬ
ϭϬϬϬϬϬ
Journal entries required
ƌ͘
Ψ
ŝŝ͘
ŝŝŝ͘
ŝǀ͘
ĞďŝƚƌĞĚŝƚŽƌŽŶƚƌŽů
ƌĞĚŝƚWƵƌĐŚĂƐĞƐ
ĞŝŶŐĂŵŽƵŶƚŽǀĞƌĐĂƐƚŝŶWƵƌĐŚĂƐĞƐĂLJŽŽŬ ŶŽǁ ƌĞǀĞƌƐĞĚ͘
EŽ ĂĚũƵƐƚŵĞŶƚŝƐƌĞƋƵŝƌĞĚ ĂƐƚŚĞ ĞŶƚƌLJŝƐĐŽƌƌĞĐƚ͘,ŽǁĞǀĞƌ
ŝŶĚŝǀŝĚƵĂůĂĐĐŽƵŶƚ ŝŶƚŚĞ ƐƵďƐŝĚŝĂƌLJ ůĞĚŐĞƌ͕ ƚŚĂƚ ŝƐ͕ZŝůĞLJ͛ƐĂĐĐŽƵŶƚ
ŝŶWƵƌĐŚĂƐĞ >ĞĚŐĞƌŚĂƐƚŽďĞĐŽƌƌĞĐƚĞĚ͘,ĞƌĞ͕ĂĚĚΨϯϲ;ĐƌĞĚŝƚͿŽƌ
ĐĂŶĐĞů ƚŚĞ ǁƌŽŶŐĨŝŐƵƌĞ ĂŶĚƉƵƚ ŝŶƚŚĞ ĐŽƌƌĞĐƚ ĨŝŐƵƌĞΨϯϵϮ͘
ĞďŝƚDŽƚŽƌsĞŚŝĐůĞdžƉĞŶƐĞƐ
ƌĞĚŝƚDŽƚŽƌsĞŚŝĐůĞĐĐŽƵŶƚ
ĞŝŶŐĂŵŽƵŶƚĚĞďŝƚĞĚŝŶ ĞƌƌŽƌƚŽ DŽƚŽƌsĞŚŝĐůĞĐĐŽƵŶƚŶŽǁ
ƌĞǀĞƌƐĞĚ͘
Ğďŝƚ^ĂůĞƐƌĞƚƵƌŶƐ
ƌĞĚŝƚĞďƚŽƌƐ
ĞŝŶŐƐĂůĞƐƌĞƚƵƌŶŶŽƚ ƌĞĐŽƌĚĞĚŶŽǁĚŽŶĞ͘
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b. All the entries do not involve suspense account; therefore, the balance is still $324.
OVERCAST
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”.
PURCHASES DAY BOOK
WORKED EXAMPLE
Look out next week for a presentation on the interpretation of final accounts. See you then.
Question:
Joseph Numbers prepared a trial balance on March 2014 and found that the debit column
showed a total of $324 more than the credit column. A suspense account was opened to make
up the difference. Some days later, the following errors were discovered in the books:
16
a.
ŝ͘
SUSPENSE ACCOUNT
dŽƚĂůƐĂĨƚĞƌĂůůĂĐĐŽƵŶƚƐ ůŝƐƚĞĚ
^ƵƐƉĞŶƐĞĐĐŽƵŶƚ
[>2]
This is a revenue expenditure, therefore, it should be recorded as an expense and not capital.
SOLUTION:
This error could cause the trial balance not to balance.
This is when an account is debited with, for example, $28.90 and credited with $29.80.
i. Purchases day book has been overcast by $800 and the
wrong amount transferred to the purchases account. [>1]
ii. $392 received from Riley was correctly entered in the cash
book but had been wrongly posted as $356.
iii. $420 paid for motor vehicle expenses had been debited to
the motor vehicle account. [>2]
iv. The total of the sales return book, amounting to $680, had
not been posted to the ledger.
Roxanne Wright teaches at Immaculate Academy. Send questions and comments to
kerry-ann.hepburn@gleanerjm.com
YOUTHLINK MAGAZINE | FEBRUARY 3-9, 2015
yl:history
Enslaved Africans and major revolts
Barbados (1816)
Bussa, Roach, Jackey
Franklin Cain Davis
Demerara (1823)
Jack Gladstone &
Quamina
Berbice (1763)
Coffy
.H\ 5HEHOOLRQ 3HUVRQDOLWLHV
Jamaica (1831-1832)
Sam Sharpe
DEBBION HYMAN
Contributor
OBJECTIVES
AT THE end of the lesson you should be
able to:
a) Identify the key personalities in the
Berbice (1763), Barbados (1816),
Demerara (1823) and Jamaica (1831)
revolts.
b) Explain two causes for the revolts
named in ‘a’ above.
c) Describe the nature and consequences
of the revolts identified in ‘a’ above.
BERBICE, 1763
CAUSES
The Berbice revolt was as a result of the
enslaved population being treated inhumanely
by white personnel and due to the fact that
there were inadequate provisions for daily
existences supplied on the estates. The
enslaved population had meagre rations and
whenever there were shortages they would be
adversely affected.
NATURE AND CONSEQUENCES
The revolt began on Plantation
Magdalenburg on the Conje River on
February 23, 1763. By March 1763, the revolt
had spread to the Berbice River. The enslaved
peoples were able to capture several
plantations along the river and Coffy played
an instrumental role in this area. Though
Coffy committed suicide, the enslaved
peoples were still committed to the cause of
freedom. The colony was controlled by blacks
for 10 months, showing the active thrust by
enslaved peoples to end the system of chattel
slavery.
BARBADOS, 1816
and another 100 enslaved peoples exiled to
Sierra Leone. The colony would suffer
economically as, with the damage or total
destruction of sugar estates, the sugar
industry was impacted.
DEMERARA, 1823
CAUSES
The underlying cause of the revolt was that
the enslaved peoples believed that their ‘free
paper’ was being withheld by the island’s
governor.
CAUSES
The revolt began as the enslaved
population believed that emancipation was
being withheld by the local establishment; in
actuality, they had misinterpreted information
that they had heard on the Slave Registration
Bill with emancipation. The activities of the
nonconformist missionaries among the
enslaved population also contributed to the
Barbados revolt.
NATURE AND CONSEQUENCES
Bussa and Jackey started the Berbice
Revolt in April 1816. The revolt then quickly
spread to areas such as St Philip, St John and
St George. Within days, martial law was
declared and Bussa was killed. Almost 200
enslaved Africans were killed, 200 executed
NATURE AND CONSEQUENCES
Enslaved Africans refused to return to work
until verification of claims of a ‘free paper’ had
been provided. In the ensuing violence, more
than 100 slaves were killed and several others
were executed after holding court martials.
JAMAICA, 1831
CAUSES
The underlying cause of the rebellion was
the widespread belief that freedom was being
withheld by the local authorities. The
activities of nonconformist missionaries
amongst the enslaved population was also
another factor.
YOUTHLINK MAGAZINE | FEBRUARY 3-9, 2015
NATURE AND CONSEQUENCES
Sam Sharpe’s civil disobedience quickly
evolved from a general strike on Kensington
Estate (St James) into an open revolt. It would
quickly spread to several parishes such as
Trelawny, Hanover, Westmoreland and St
Elizabeth. The 1831 rebellion was symbolic
as it was the largest and most widespread of
rebellions in the British Caribbean. It was also
the last major revolt in the British Caribbean
before emancipation. It resulted in over 100
enslaved persons being executed, including
Sharpe, and 100 being flogged. Several
Baptist and Moravian missionaries were
persecuted as well and their churches/chapels
destroyed.
SOURCES
1. Liberties Lost: Caribbean Indigenous
Societies and Slave Systems – Hilary
Beckles & Verene Shepherd
2. Caribbean Story, Bk 1 – William
Claypole & John Robottom
3. Caribbean Revision History for CXC –
Peter Ashdown & Francis Humphreys
Debbion Hyman is an independent contributor. Send
questions and comments to
kerry-ann.hepburn@gleanerjm.com
17
yl:biology
MONACIA WILLIAMS
a. Gases need to dissolve in moisture in order to diffuse.
Contributor
AST WEEK, we looked at gaseous exchange in animals
and, this week, we will be looking at the surfaces where
this exchange takes place. What we discussed was
actually only a part of the story because we spoke only about
animals (humans) living on land. You remember, don’t you, that
a vast majority of our animals are aquatic, living in freshwater
or marine environments? For these animals, the lung would not
be an appropriate organ for the exchange of gases because it
cannot function in water. In these animals the lung is replaced
by the gills. Each gill has dark-red, ‘string-like’ structures
known as the gill lamellae. This is where gaseous exchange
takes place. The gill rakers serve to prevent debris from
damaging the filaments.
L
Gaseous
exchange
as accumulation areas for the gases? The factors which
made the leaf suitable for supplying carbon dioxide for
photosynthesis are the same factors which make it suitable for
providing oxygen for respiration.
See Figure 3
In all of these organisms, the sites where the gases are
exchanged have certain features in common.
CHARACTERISTICS OF GASEOUS EXCHANGE
SURFACES:
&ŝŐƵƌĞϭ
The oxygen that enters is dissolved in the water which passes
over the gills when the fish opens its mouth. After the oxygen is
extracted, the water passes out through the opening formed by
the bony gill cover known as the operculum.
1. Large surface area to facilitate the diffusion of gases:
a. Man – the lungs have many air sacs/alveoli. If these are
laid out side by side, they would measure over 100m2.
b. Fish – in the fish, the respiratory surface where gaseous
exchange takes place is the gill. Each gill has these darkred, string-like structures which are known as the gill
lamellae.
c. In the plant, the irregular-shaped cells of the spongy
mesophyll provide a large surface area for the exchange of
gases.
Figure 2 shows the movement of the water.
In plants, gaseous exchange takes place in the leaf. Do you
remember the characteristics of the leaf that you learnt when
you were doing photosynthesis? Remember the spongy
mesophyll layer with the intercellular air spaces which served
2. They must be thin:
a. Gases move by diffusion and diffusion can only take place
across short distances.
There are many traits that human beings pursue which harm
their bodies. One of these is cigarette smoking. This practice
harms the lung, the organ which, as we have seen, provides our
bodies with the oxygen that we need to keep us alive. We are
now going to take a look at the effects that the smoking of
cigarettes have on the lungs.
EFFECTS OF CIGARETTE SMOKING
It produces lung cancer and 25 per cent of people who
smoke die from lung cancer.
It promotes heart disease.
CIGARETTE SMOKE CONTAINS
Nicotine
Tar
Carbon monoxide
NICOTINE
It is the presence of nicotine in the smoke that makes the
cigarette addictive.
Nicotine:
1. Reduces airflow in to and out of the lungs.
2. Paralyses cilia, thus hindering the removal of dust and
germs from the air going into the lungs.
3. Raises blood pressure.
4. Raises heart rate.
5. Increases the risk of osteoporosis.
CONTINUED ON PAGE 22
3. They must be moist:
&ŝŐƵƌĞϮ
18
4. They need a constantly moving transport medium:
a. The medium must be constantly moving in order to
maintain the concentration gradient so that diffusion can
continue to take place.
&ŝŐƵƌĞϯ
YOUTHLINK MAGAZINE | FEBRUARY 3-9, 2015
yl:information technology
Pseudocode algorithm
NATALEE A. JOHNSON
psuedocode algorithm to accept two numbers and prompt the user to enter the numbers (this
would be done via the keyboard). This is how you would write the prompt statement:
Contributor
GOOD DAY, students. This is lesson 19 in our series of IT lessons. In this week’s lesson, we
will continue to look at algorithms.
ŽƵƚƉƵƚ
ŬĞLJ ǁŽƌĚ
Print “Please enter two numbers”
Read num1, num2
INPUT STATEMENT
The input statement is used to get data from outside the computer, from a particular input
device, into a variable for manipulation by the pseudocode. The key words we will use for input
will be ‘input’ or ‘read’. To read data into a variable, write the word input or read, followed by the
variable name.
This is the way in which it should be written: Read variable_name
The variable_name is the name given to the location where the value is to be stored, as you
learnt previously. For example, if I am reading a math score into a variable, my variable name
could be ‘score’ and the read statement would, therefore, be:
Read score
Input key
word
Variable name
The prompt statement
written in open and
close quotation.
The Input statement
ASSIGNMENT STATEMENT
Assignment statements are used to give initial value to variables and to change the value
assigned to a variable. The assignment statement has two parts: the left value and the right value.
The left value refers to the variable as the storage location where the right value will be stored.
The right value refers to a value which may be the result of an expression or the content of
another variable. The assignment statement will be written as follows:
variable_name = expression
An assignment statement may involve an arithmetic operation such as:
Product <----- num1 * num2 (see figure one for example of operation)
OUTPUT STATEMENTS
The output statement is used to get information to the programmer or to the user. The key
words we will use for output are ‘display’, ‘print’ and ‘output’. To output information to the user,
write the word Print, a statement followed by a variable_name or the word Print followed by a
variable_name.
This is the way in which it should be written:
Product ĸ num1 * num2
Figure 1
,ĞƌĞ ǁĞĂƌĞŵƵůƚŝƉůLJŝŶŐ ƚŚĞǀĂůƵĞ
ƐƚŽƌĞĚŝŶƚŚĞǀĂƌŝĂďůĞ ŶƵŵϭ ƚŽ
ƚŚĞǀĂůƵĞƐƚŽƌĞĚŝŶƚŚĞǀĂƌŝĂďůĞ
ŶƵŵϮ͖ ƚŽďĞƐƚŽƌĞ ŝŶƚŚĞǀĂƌŝĂďůĞ
WƌŽĚƵĐƚ͘^ĞĞĨŝŐƵƌĞϭ
Count <----- 1
Highest_Price <----- 0
For example, if you were required to read two numbers, find the sum of the numbers and
output the sum of the numbers, the output statement would be:
Print “The sum of the numbers is”, sum
^ƚĂƚĞŵĞŶƚ
Or
Print sum
і Ϯ Ύ ϯ
Some assignment statements just involve assigning values to variables, such as:
Print ‘statement’, variable_name
or
Print variable_name
ŽƵƚƉƵƚ
ŬĞLJ ǁŽƌĚ
ϲ
sĂƌŝĂďůĞ ƵƐĞĚƚŽ
ƐƚŽƌĞƚŚĞǀĂůƵĞŽĨ
ƐƵŵ
PROMPT STATEMENT
We also have a statement called the prompt statement. A prompt statement is actually an
output statement which displays on the screen, to the user, a message indicating to him/her what
actions to take based on the program written. For example, you may be asked to write a
CONTROL STATEMENT (SEQUENCE, SELECTION, REPETITION)
These statements are used to control the amount of time a statement or sequence of
statements is carried out, based on some condition. We will look at each of these separately in
the next lesson.
An algorithm can be represented using a pseudocode or a flow chart. Below is an example of
a pseudocode representation of an algorithm where you will be able to observe the different
parts of an algorithm that we have discussed thus far.
EXAMPLE 1
Write a pseudocode algorithm to read the length and width of a perimeter. Find the area of the
perimeter and output the area.
CONTINUED ON PAGE 22
YOUTHLINK MAGAZINE | FEBRUARY 3-9, 2015
19
yl:mathematics
CLEMENT RADCLIFFE
Contributor
HIS WEEK we will continue to review aspects of
coordinate geometry. We will begin with the solution to
the homework given last week.
T
HOMEWORK
Given the points X(-2 , 3) and Y( 4 , 5), find the values of:
(a) Gradient, m (b) the coordinates of the mid-point, M
SOLUTION
(a) The gradient of XY = m = y2 - y1 Substituting
x 2 - x1
m=5-3=2=1
4 - -2 6 3
x2 + x1, y2 + y1
(b) The mid-point of XY = M =
M=
2
2
x2 + x1, y2 + y1
2
2
M = ( 1 , 4)
LENGTH OF LINE
The length of AB is found by using Pythagoras’ Theorem
with AB the hypotenuse of the right-angled triangle, ABC. As
triangle ABC is right angled, AB2 = BC2 + AC2.
Given the coordinates of the points A(x1, y1) and B(x2, y2),
AB2 = (x2 - x1)2 + (y2 - y1)2
The method of finding the length of a straight line is
illustrated on the figure below.
EXAMPLE:
A straight
line is drawn
through the
points X (- 2, 1)
, Y(3 , 2) . Find
the length of
XY.
Length: XY2 = (x2 - x1)2 + (y2 - y1)2 Substituting
XY2 = (3 - - 2)2 + (2 - 1)2
= 52 + 12 = 26
XY = √26
EXAMPLE:
A straight line is drawn through the points A(1, 2) and B(-5, 3).
Find (i) the gradient of AB
(ii) the mid-point of AB
(iii) the length of AB
SOLUTION:
(i) The gradient of AB = m = y2 - y1
x2 - x1
m = 3 - 2 = 1 = -1
-5 - 1 -6 6
(ii) The midpoint of AB is M =
EXAMPLE
Given the line A(3, - 5) and B(5, 1), find the gradient of the
perpendicular bisector of AB and its point of intersection with
AB.
The gradient of AB = m = y2 - y1 Substituting
x2 - x1
m=1--5=6=3
5-3
2
Let the gradient of the line perpendicular to AB be m1
m x m1 = -1.
3 x m1 = -1.
m1 = -1/3 = -1/3
The midpoint of AB, M, =
x2 + x1, y2 + y1
2
2
M = x2 + x1, y2 + y1
x2 + x1, y2 + y1
2
2
2
2
M = (4 , - 2)
M=
M=
Kindly note the following points with respect to the gradient
of a straight line:
Parallel lines have equal gradient.
If perpendicular lines have gradients m1 and m2, then
m1 x m2 = -1.
It is clear, then, that given two lines with gradients m1 and
m2, if they are parallel and m1 = 3/2, then m2 = 3/2. If they are
perpendicular and m1 = 2, then I am sure you agree that m2 = -1/2.
SOLUTION
We will try another example.
Let us now continue the review of coordinate geometry with
the topic length of a straight line.
20
length
of a
line
I am sure you can prove that both are correct. Note the order
of the subscripts.
In evaluating the values, be careful to ensure the accuracy
of the substitution and please watch the negative signs
(directed numbers).
–5 + 1, 3 + 2
2
2
–4 , 5
2
2
= –2,5
2
The perpendicular bisector of AB has gradient -1/3 and
passes through the point (4, - 2).
EXAMPLE
(iii) In order to find the length of AB, we use the formula
AB2 = (x2 - x1)2 + (y2 - y1)2
AB2 = (- 5 - 1)2 + (3 - 2)2
= (-6)2 + 12 = 37
AB = √37.
If you are to do well on this topic, you must bear the
following in mind:
Always begin by presenting the required formula.
To calculate the gradient, you may use one of the
following:
m = y2 - y1 or m = y1 - y2
x2 - x1
x1 - x2
YOUTHLINK MAGAZINE | FEBRUARY 3-9, 2015
The line l passes through the points S (6, 6) and T (0 , - 2).
Determine: 1) The gradient of l
2) The midpoint of the ST.
3) The length of ST.
SOLUTION
1) Gradient m = y2 - y1
x2 - x1
Substituting, m = - 2 - 6
0-6
= -8/-6 = 4/3
CONTINUED ON PAGE 22
yl:english literature
BERYL CLARKE
Contributor
KNOW that you are expecting us to continue discussing Scene 2,
Act 1 of Julius Caesar, and that is ecactly what we will do now. We
took a break at the point when Cassius had been cataloguing
Caesar’s weaknesses. Immediately after this, Brutus responds to
another shout from the crowd. Let us now listen and observe what
transpires.
I
Imagine the expression on Cassius’ face when Brutus reacts to the
outburst from the crowd. The reaction gives him reason to hope that
Brutus has the same or a similar view to his. This allows him to launch
another broadside at Caesar. Here we hear him saying that Caesar is
behaving as if he is greater than any normal human being while they
are making less of themselves than they should.
“Why man, he doth bestride the narrow world
Like a Colossus, and we petty men
Walk under his huge legs, and peep about
To find ourselves dishonorable graves.
Men at sometimes were masters of their fates.
The fault, dear Brutus, is not in our stars,
But in ourselves that we are underlings.”
He accuses them, himself included, of belittling themselves and of
not using their abilities as they should. This speech effectively makes
the point that they are deliberately, by their failure to act, yielding
power to Caesar. It is a clear attack on those who see themselves as
men of honor, a way of forcing such men into action. Brutus, who
understands what Cassius is doing, if not why, then shows himself as
amenable to Cassius’ plan and proposes a further meeting at which he
could get details. His words, his response after this, clearly tell us that
he is ripe to take part in a plot when he says:
“Brutus would rather be villager
Than to repute himself a son of Rome
Under these hard conditions as this time
Julius
Caesar
Is like to lay upon us.”
Do you see how things are taking shape? The play is moving
quickly, for now Caesar and his entourage return and we learn, at
second hand, what has been happening when Cassius instructs Brutus
to attract Casca’s attention. Before we do, though, the focus shifts to
Caesar so, as the audience, we will watch and listen and wait to be
informed by Casca. This part of the scene is brief but important.
Cassius has been evaluating Caesar, who has also been measuring
him. Look at Caesar’s summation of this man’s character and you have
to agree that, though Caesar suffers from physical weaknesses, he is
mentally astute or ‘wide awake’.
Take the time to examine Caesar’s speech which begins: “Would he
were fatter – Than what I fear, for always I am Caesar.” The leader
admits that Cassius is a man to be feared; a cold, envious person. He
sees him as one who does not judge others only on appearances but
one who is dangerous for that very fact. Due to his position, one in
which he must always appear to be strong, confident, in charge and
fearless, Caesar would not say what he feels, which is that he is afraid
of Cassius.
From ‘sour’/bitter Casca we are brought up to date. Caesar has three
times been offered a crown by Antony, but he has rejected it each time.
According to Casca, Caesar has seemed more reluctant to refuse it
each time that it is offered. Remember, this is Casca’s opinion and,
while it may be true, it may be out of his attitude to Caesar. Cassius’
opinion of Caesar seems to be justified when we hear that Caesar had
fainted. Is he a weakling? Brutus’ comments on the appearance of
Caesar, Calpurnia and Cicero has increased our interest in hearing
from Casca. So, once again, Cassius gets the chance to whittle away
at any resistance that Brutus may have had to joining him when he
says that they, and not Caesar, have the ‘falling sickness’.
Of course, you do realise that Casca is, indeed, a very sharptongued person who affects a rather careless attitude towards others.
An event of note is that Marullus and Flavius have been ‘silenced’.
What do you think about that? Finally, Cassius; Cassius soliloquises
and you know what that allows. Yes. We are able to hear the inner
thoughts of a character alone on stage. He declares that although
Brutus is, indeed, honourable, he can be seduced into being
otherwise. He says that for a noble person to remain noble he should
associate only with those like himself. He admits that while Caesar
does not get on with him, he loves Brutus and, were he Brutus, he
could not be convinced to turn against Caesar. He shares his secret
plan to write several notes, changing his handwriting each time, in
which Brutus would be flattered and something negative would be said
about Caesar’s ambitious plans. Lastly, he makes it plain that it is his
intention is to overthrow Caesar. Again, as members of the audience,
we are made aware of facts that the other members in the drama do not
have.
Please remember to make a character chart on which you keep a
record of information about each man/ woman in the play. It would be
valuable to write down, too, where the information is in the play; that
is, in which act and scene it can be found.
Have a wonderful and enlightening week and God bless!
Beryl Clarke is an independent contributor. Send questions and comments to
kerry-ann.hepburn@gleanerjm.com
yl:chemistry
Example 1:
How many moles of NaOH will react with 25cm3 of 0.2 M H2SO4?
Construct a balanced equation.
H2SO4 (aq) + 2 NaOH (aq) = Na2SO4 (aq) + 2 H2O (l)
Determine the number of moles H2SO4 in 25cm3
0.2 M = 0.2 mol in 1,000cm3
X mol in 25 cm3
X = (0.2*25)/ 1,000 = 0.005 mol H2SO4
From the equation, 1 mol H2SO4 reacts with 2 mol NaOH; mole ratio
is 1:2
Therefore, 0.005 mol H2SO4 will react with 0.005*2 = 0.01 mol NaOH
Number of mol NaOH = 0.01 mol NaOH
Calculating
unknown
concentrations
FRANCINE TAYLOR-CAMPBELL
Contributor
Titrations are used to determine the volumes of solutions that
react exactly.
In titration, the volumes and concentration of a known solution is
used to determine the concentration of an unknown solution.
Calculations are normally linked to the mole ratio of the reacting
species determined from a balanced equation.
If the volume (V) and number of moles (n) of a solution are
known, the concentration (C) can be determined using the equation:
n = C (mol/ dm3) * V (dm3)
Remember 1 dm3 = 1 litre = 1,000 cm3; Molar (M) means mol/ dm3
If 40 cm3 of NaOH was used in the above reaction, what is the
concentration of the NaOH solution?
Since # mol NaOH = 0.01 mol (from above)
This number of moles is present in 40cm3 NaOH
So, 0.01 mol in 40cm3 NaOH
X mol in 1,000cm3 (concentration)
Solve for X; X = (0.01*1,000)/ 40 = 0.25 mol
Concentration is 0.25 mol/ dm3 NaOH
Diagram showing the typical titration apparatus.
YOUTHLINK MAGAZINE | FEBRUARY 3-9, 2015
CONTINUED ON PAGE 22
21
yl:social studies
yl:information technology
CONTINUED FROM PAGE 19
CONTINUED FROM PAGE 13
Start
Algorithm Perimeter {The algorithm header}
ACTIVITIES
1. State three reasons the court system is essential in a country.
2. Outline the function of each tier of the judicial system in your
country.
This algorithm finds the area of a perimeter. {The declaration}
Declare length, width and area as real {Indicating the data type of the variables}
Maureen Campbell teaches at St Hugh’s High School. Send questions and
comments to kerry-ann.hepburn@gleanerjm.com
Input statement
Read length, width
Assignment statement
area ĸ length * width
Print area
{The Body of the Algorithm}
Output statement
Stop {The Terminator}
yl:principles of business
We have come to the end of this lesson. See you next week when will continue to look at psuedocode
algorithms. Remember, if you fail to prepare, be prepared to fail.
Natalee A. Johnson teaches at Ardenne High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
CONTINUED FROM PAGE 14
(d) Discuss the interdependence of the primary, secondary and
tertiary stages of production. (6 marks)
Total marks: 20
yl:chemistry
Next week, I will give you the answers to part (c) of the question
and provide an outline for answering part (a). In addition, we will
cover levels of production.
CONTINUED FROM PAGE 21
Example 2:
A student finds that 25cm3 of 0.1 M aqueous sodium
hydroxide is neutralized by 20cm3 of HCl.
a. Calculate the amount in moles of NaOH used.
b. Determine the amount of moles of HCl used.
c. Calculate the concentration of HCl used in mol/
dm3 and g/ dm3.
Take care. See you next week.
Yvonne Harvey teaches at Glenmuir High. Send questions and comments to
kerry-ann.hepburn@gleanerjm.com
yl:biology
CONTINUED FROM PAGE 18
Construct an equation for the reaction.
NaOH (aq) + HCl (aq) = NaCl (aq) + H2O (l)
Concentration of NaOH = 0.1 M = 0.1 mol in 1000cm3
X mol NaOH in 25cm3
X = (0.1*25)/1,000 = 0.0025 mol NaOH
TAR:
1. Sticks to the cells in the lungs.
2. Promotes cancer.
3. Damages lung tissue.
4. Breaks down alveoli, causing a reduction in the size of the
respiratory surface.
5. Causes bronchitis.
CARBON MONOXIDE:
1. Puts haemoglobin out of action by combining with it, hence, less
oxygen is transported.
2. Causes breathlessness.
3. Reduces the birth weight of babies born to mothers who smoke.
See you next week when we will begin a new topic.
Monacia Williams is an independent contributor. Send questions and comments to
kerry-ann.hepburn@gleanerjm.com
22
From the equation, 1 mol NaOH reacts with 1 mol HCl
Mole ratio is 1:1; therefore # mol HCl = 0.0025 mol HCl
The number of moles of HCl are in the volume used
Therefore, 0.0025 mol HCl is in 20cm3
X mol in 1000cm3; X = (0.0025*1,000)/ 20 = 0.125 mol
Concentration of HCl = 0.125 mol/dm3
Mass concentration of HCl = molar concentration *
molar mass
Molar mass of HCl = (1+ 35.5) = 36.5 g/mol
Thus, mass concentration = 0.125 mol/dm3 * 36.5 g/
mol = 4.56 g/dm3 HCl.
Francine Taylor-Campbell is an independent contributor. Send
questions and comments to kerry-ann.hepburn@gleanerjm.com
yl:mathematics
CONTINUED FROM PAGE 20
2) Midpoint M =
0+6, –2+6
2
2
2
= ( 3 , 2)
2
2
3) ST2 = (0 - 6)2 + (- 2 - 6 )2 = (- 6)2 + (- 8)2
= 36 + 64 = 100
ST = √100 = 10.
HOMEWORK
Given the points A(-8, 2) and B(3 , - 2), find the
YOUTHLINK MAGAZINE | FEBRUARY 3-9, 2015
following with respect to the line AB:
(i) Gradient, m
(ii) Midpoint, M (iii) length of the line AB
(iv) Gradient of XY which is parallel to AB
(v) the gradient of AC which is perpendicular to AB
All the best for the week ahead.
Clement Radcliffe is an independent contributor. Send questions
and comments to kerry-ann.hepburn@gleanerjm.com