Who makes the laws?
MAUREEN CAMPBELL Contributor
HE LEGISLATURE is an officially elected/nominated body of people who have been given the responsibility and power to make laws for a political unit such as a country. A legislature has the power to pass, amend and repeal laws.[ The law created by a legislature is called legislation or statutory law. In addition to enacting laws, legislatures usually have exclusive authority to raise or lower taxes and adopt the budget and other money bills. Legislatures are known by many names, the most common being Parliament. In the Caribbean, due to the separation-ofpowers doctrine, the legislature is considered an independent and co-equal branch of government along with both the judiciary and the executive. The primary components of a legislature are one or more houses that debate and vote upon bills. A legislature with only one house is called unicameral. A bicameral legislature possesses two separate chambers, usually described as an upper house and a lower house, which often differ in duties, powers and the methods used for the selection of members. In most parliamentary systems the lower house, which is the House of Representatives, consists of members who are elected. It is the more powerful house. Elections must take place constitutionally every five years. The country is divided into constituencies which are represented by an elected member of parliament. In Jamaica we now have 63 such constituencies, and we use the-first-past -the-post electoral
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system to elect these members. The upper house or the Senate is a nominated body, some by the ruling party and some by the Opposition party. It is merely a chamber of advice, review or a debating chamber. In political language, the term seat is sometimes used to mean that someone is a member of the House of Representatives, a member of the legislature. For example, saying that there are 63 ‘seats’ means that there are 63 elected members of the legislature, and saying that someone is ‘contesting a seat’ means that he/she is trying to get elected as a member of the legislature. By extension, the term seat is often used in less formal contexts to refer to an electoral district itself, as for example in the phrases ‘safe seat’ and ‘marginal seat’; terms used widely in our recent election campaign.
HOW DOES A BILL BECOMES AN ACT? A bill is a draft act of Parliament. A minister will have his own legislative proposals; others may come from his department and his civil servants. The minister must consider if what is desirable is in the interest of the nation and what is in keeping with the policy of his Government. After consultation between departments, discussion and examination by the law officials, the proposals are taken to the Legislative Committee and the Cabinet. If it is accepted, the bill is sent to the Clerk of the Houses who is responsible for having it printed. Sufficient copies are printed for circulation to all members. The minister, at the first opportunity, introduces the bill to the House and has it read a first time/First Reading. There are subsequent consultations. While the bill is before
Parliament, there can be representatives from outside interests and communications from citizens who may have an interest in this bill.
THE SECOND READING This takes the form of a discussion of the principles of the bill. Details are not gone into, but members have an opportunity to recommend to the minister where they think he could take the bill a little further or suggest that he omit certain proposals. After the second reading the House goes into committee. Here, the details of the measure are the objects of consideration and detailed alterations in its provision are proposed and considered. Report of the Committee to the House is to review any amendments which have been made.
THE THIRD READING Intended to review the measure in its final form. Only verbal amendments are allowed at this time. Occasionally, if the measure is a controversial one, an amendment is proposed that the bill be read another time ‘SIX Months Hence’, which is a courteous way of delaying the bill. After the measure is dealt with in the House of Representatives, it is sent to the Senate which is a reviewing chamber. The bill again passes through all the stages mentioned in the House of Representatives. After it is agreed on by both Houses, it is sent by the Clerk to the Houses and to the attorney general who examines it and satisfies himself that it is constitutional. If he is satisfied, he issues a certificate to this effect. It is then sent to the governor general who gives his assent and the bill becomes law.
ACTIVITIES a. What do you understand by the term ‘separation of powers’? b. Describe the groups that make up the legislature. c. Outline the process of making a bill into a law. d. Suggest three reasons why a bill may not become a law in your country.
YOUTHLINK MAGAZINE |
Maureen Campbell teaches at St Hugh’s High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
JANUARY 10-16, 2012
11
Contours
yl:Geography
(part 2)
MARJORIE HENRY Contributor
ESCRIBING LANDFORMS by contours is the specific objective that I started to discuss in the last lesson. I stated that the spacing of the contour lines and their shapes inform you about the landform represented on the map. Here are some more landforms that are indicated by the shape of the contours. A series of enclosed contour lines represents one of several features, namely: a round-topped hill; conical hill; isolated hill; plateau; escarpment. Observe these in the diagrams given below.
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(Source: Map Reading for the Caribbean by John Macpherson))
CONTOURS OF A PLATEAU
A ROUND-TOPPED HILL
(Source: Elementary Map Reading by Thomas Pickles) A plateau is defined as an upland area with steep slopes and a levelled (relatively flat) summit. In the diagram above, the contours are closely spaced, indicating steep slopes. For the small area of 600 feet and over, the top is relatively flat.
CONTOURS OF AN ESCARPMENT A CONICAL HILL
(Source: Elementary Map Reading by Thomas Pickles) An ESCARPMENT is a ridge with a steep side on one side and a gentle slope on the other side. A RIDGE is a long, narrow and fairly sharp-edged strip of highland. It is also called a CREST and is the highest part of the escarpment. The steep slope is called the scarp slope, and the gentle slope is called the dip slope. Do you see the difference in the spacing of the contour lines for both slopes? On the steep or scarp slope, the contours are close together and straighter than on the gentler dip slope. (Source: Elementary Map Reading by Thomas Pickles)) Note that for both features the contours are circular and widely spaced, indicating a gradual rise to the top. However, there is a smaller area at the peak for the conical hill. If a cross section is drawn for this, it would show a cone-shaped feature. In contrast to the series of contour lines to represent a round-topped or a conical hill, sometimes you may see two or three enclosed contour lines or even a single enclosed contour standing out in a lowland area. This is an isolated hill. It is also called a knoll and is typical of areas with limestone rocks. See if you can identify the knolls in this section copied from a map of Jamaica. Keep in mind that a significant portion of the island is made up of limestone rock. 12
As I had indicated in the previous lesson, I have discussed some selected landforms that are likely to be found on the map extracts that you are given in the examinations, that is, of Caribbean territories. Consult any available textbooks for other landforms. In the examinations you are simply asked to identify landforms either in a specific area or you are asked to identify named landforms in any section of the map. In the latter situation, it is advisable to give a four-figure grid reference for those landforms you identify. Sometimes you are asked to describe the physical features of the area in relation to other things like settlement, agricultural activities, drainage and roads. In the next lesson, I will discuss the approach to be applied in doing descriptions. Marjorie Henry is an independent contributor. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
YOUTHLINK MAGAZINE | JANUARY 10-16, 2012
Photosynthesis experiments
yl:Biology
MONACIA WILLIAMS
Contributor
OW ARE you students? How have you been? Good? I sincerely hope so. Now that we have completed our studies on photosynthesis, we will be looking at a few of the experiments that support the theory that we just learnt. Do you know what is beautiful about these experiments? If you exercise the same care that you practise in the laboratory, you can do them at home! Do you remember the products that are formed as a result of photosynthesis? Of course, you do. They are starch and oxygen! To prove that photosynthesis has taken place you would need to prove that starch or oxygen has been produced. It is difficult to prove that oxygen has been produced in terrestrial plants but it is quite easy to do so in aquatic plants. Why is it easy to do so? It is so because when the aquatic plants photosynthesize, they produce oxygen which leaves the plant in the form of bubbles. These bubbles can then be counted as they emerge from the plant. The speed at which they are produced is an indication of the rate of reaction. The bubbles can be allowed to accumulate at the top of a test tube and the volume measured to know the volume of oxygen produced.
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The most common aquatic plant used in these experiments is pondweed (Elodea). Elodea is quite common; you just need to use your eyes when you go near to running water in streams and canals. The diagram below demonstrates how this experiment can be set up. Notice the bubbles going up and the space at the top of the test tube? This space is filled with the gas in the bubbles. If you were to light a splint and then shake it to put out the flame while leaving the tip glowing, you would have what is called a glowing splint. If you were to put this splint in the test tube when it is removed from the experiment then the splint would relight. This is a positive test for oxygen and this means that photosynthesis has taken place.
Did you also notice that there is a light source near to the beaker? Why do you think it was placed there? If your answer is “to ensure that enough light is provided for the plant”, then you are correct! Did you notice also that the water has sodium hydrogen carbonate in it? Again, I will ask you the question, why? The answer for this is not as obvious as the answer for the previous question and it involves a little knowledge of chemistry. Sodium hydrogen carbonate decomposes in solution to release gaseous carbon dioxide. Has the light bulb popped yet? Of course it has! Carbon dioxide is one of the raw materials needed in photosynthesis. If it is not present or if it is present in a limited amount, then it would interfere with how the reaction takes place. Therefore, one has to ensure that there is enough of it and this is done by adding it to the water. How could we do this for a potted plant? Think about it, your mind is young, creative and agile just waiting for problems such as this! A few sentences ago I said that if the carbon dioxide was present in a limited amount, it would interfere with how the reaction takes place. The fact is that if any of the raw materials or conditions required for photosynthesis is limited, then the rate of the reaction is affected. So, on a cloudy, rainy day plants would have lots of water but very little sunlight, so very little photosynthesis would take place. If the stomata were closed, which they tend to be during the hottest part of the day, carbon dioxide would not be able to enter the plant so even though sunlight is present, water is available and the
plant is green; photosynthesis will not take place. When one factor affects the rate of the reaction, the factor is said to be limiting. Gosh, look how much has been said and we have not even started an experiment! Guess what? There is even more before we start! Land plants, how do we treat these? For the land plants the end product that is tested for is starch. You need to remember that starch is always present in the leaf, so in order to ensure that any starch that is present at the end of our experiment was produced during the experiment we first need to remove the starch. This is done by a process known as destarching. How is this done? It depends on where the leaf that you are going to use is found. If the leaf is on a plant in a pot, you simply put the plant in a dark, light-free place for 24 hours. If the leaf to be used is on a tree in the garden, then you need to cover the leaf with black cartridge paper for 24 hours. You can use paper clips to hold the paper in place and I don’t need to tell you that both sides must be covered, do I? Why 24 hours? This is the time needed for the products of photosynthesis to be removed from where they are produced to where they will be used. This process is known as translocation and the products are translocated. Next week we will look at some of the experiments. Have a good week. Biology is fun! Monacia Williams teaches at Glenmuir High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
YOUTHLINK MAGAZINE | JANUARY 10-16, 2012
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yl:Mathematics CLEMENT RADCLIFFE Contributor
HIS WEEK we will complete the review of algebra by considering aspects of graphs. Specifically, it is my intention to elaborate on the solution of quadratic equations using a graph.
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REMINDERS
m A quadratic equation is represented graphically by a curve. m A curve should be drawn by free-hand sketch. m The x axis has the equation y = 0 and the y axis has the equation x = 0. m Given the curve y = f(x) and the line y = g(x), then the points of intersection of both are represented by: y = f(x) = g(x) therefore, f(x) = g(x)
If f(x) = x2 - 3x + 2 and g(x) = 2x - 1 then at the point of intersection of the curve and the line, f(x) = g(x). x - 3x + 2 = 2x - 1 x2 - 3x - 2x + 2 + 1 = 0 x2 - 5x + 3 = 0
Graphs (part 2)
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Given the curve y = 3x2 - 2x - 1, then the curve may be used to solve any equation as long as 3x2 - 2x - 1 is on one side of the equation.
The x coordinates of the points of intersection are, therefore, the solution of the equation OR x2 - 5x + 3 = 0. x2 - 3x + 2 = 2x - 1
EXAMPLE Using an appropriate scale, please plot the curve y = 3x2 - 2x - 1. Hence, solve the equations: a) 3x2 - 2x - 1 = 0 b) 3x2 - 2x - 1 = 2 - 2x or x2 - 1 = 0 c) 3x2 - 3 = 0
SOLUTION
To solve the equation 3x2 - 3 = 0, then the equation must be reorganised to the form with 3x2 - 2x - 1 on the left-hand side. a) Given the curve y = 3x2 - 2x - 1, the solution of the equation 3x2 - 2x - 1 = 0 is the x values of the points of intersection of the curve y = 3x2 - 2x - 1 and the line y = 0 or the x axis. The solution is x = 1, - .33 b) Given the curve y = 3x2 - 2x - 1, by plotting the line y = 2 - 2x, then the points of intersection of the curve and the line will represent the solution of the equation 3x2 - 2x - 1 = 2 - 2x. From the graph, the solution is x = - 1, 1.
Given the equation y = 3x2 - 2x - 1, we complete the table: x y
-2 15
-1 4
0 -1
1 0
2 7
3 20
c) Given the equation 3x2 - 3 = 0, if the curve y = 3x2 - 2x - 1 must be used, then 3x2 - 3 = 0 is reorganised as follows: 3x2 - 2x + 2x - 2 - 1 = 0. 3x2 - 2x - 1 = 2 - 2x 3x2 - 2x - 1 + 2x -2 = 0 3x2 - 2x - 1 = 2 - 2x The solution of the equation 3x2 - 3 = 0 is the x coordinates of the points of intersection of the curve y = 3x2 - 2x - 1 and the line y = 2 - 2x. As in b, x = - 1, 1. Let us attempt another example. Given the curve y = 2x2 - x - 3, solve the equation 2x2 - 2x - 5 = 0. By reorganising the equation 2x2 - 2x - 5 = 0, it follows that: 2x2 -x -x - 3 -2 = 0 2x2 -x- 3 = x + 2 Then the solution of 2x2 - 2x - 5 = 0 is the x coordinates of the points of intersection of the curve y = 2x2 -x- 3 and the line y = x + 2. Given the function F(x) = 2x2 -x- 3, the minimum value may be found using the graph y = 2x2 -x- 3. The minimum value may be found by the determination of the coordinates of the turning points of the curve. Given the turning point M (x , y), then x is the position of the minimum value and y is the minimum value. From the graph, the turning point is (1/3, -4/3) The minimum value is -4/3 and is at the point x = 1/3. A similar approach is used to find the maximum value of F (x) = -2x2 +5x+ 3 Please continue to practise, using exercises from your texts. Enjoy the rest of the week. Clement Radcliffe is an independent contributor. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
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YOUTHLINK MAGAZINE | JANUARY 10-16, 2012
Incomplete records
yl:Principles of Accounts
ROXANNE WRIGHT Contributor
ELOW IS a question that has been worked out. Pay keen attention to the principles applied while you match the question with the answer given.
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WORKED EXAMPLE On May 1, 2010, Newman paid $25 900 for a business. The business had the following assets and liabilities. $ Premises 13,500 Fixtures and fittings 4,050 Motor vehicle 1,350 Stock in trade 6,300 1,400 Debtors Creditors 700
WORKINGS Below is the working for each identified point in the question.
On the same day, Newman opened a business bank account with the sum of $1,600. [>1] During the year to April 30, 2011, Newman carried out the following business transactions: 1. Withdrew $4,000 in cash for personal use. 2. Took goods, which cost $500, for personal use. 3. Sold privately held shares for $2,500 which was paid into the business. [>2] Newman did not keep a full set of accounts during his first year, but he is able to say that the assets and liabilities at April 30, 2011 were as follows: $ 13,500 Premises at cost Furniture and fittings at cost 4,950 Motor vehicle at cost 2,000 7,200 Stock in trade Debtors 2,900 Creditors 400 Cash at bank 1,750
SOLUTION
The following additional information is to be taken into account. [>3] i. Fixtures and fittings are to be depreciated by $450. ii. Motor vehicles are to be depreciated by $400. iii. Debts of $300 to be written off as bad debts. You are required to prepare a statement of the profit or loss of the business for the year ended April 30, 2011. [>4] For us to be able to answer the question, we need to read it carefully and reason out what is to be done and how we will arrive at the correct answer. Pay attention to the information below:
REASONING: [>1] when computing the opening capital, this amount must be included. [>2] this is additional capital contributed by the owner to the business. [>3] before computing the ending capital, take these into account. [>4] use the basic formula: Capital at end - opening capital + additional capital + net profit - drawings.
Statement of the profit or loss for the year ended April 30, 2011 Remember to start putting in extra practice time and pay keen attention to details. Next week’s presentation will be Final Accounts - Sole Trader and its Adjustments; you cannot afford to miss it. See you then.
FORMULAE: Capital at end = capital at beginning + additional capital + net profit - drawings Therefore Net Profit = capital at end + drawings - capital at beginning - additional capital
Roxanne Wright teaches at Immaculate Academy. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
YOUTHLINK MAGAZINE | JANUARY 10-16, 2012
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yl:Information Technology NATALEE A. JOHNSON Contributor
TUDENTS, THIS is lesson 17 of our series of IT lessons. In this week’s lesson we will continue to look at problem solving and program design.
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THE OUTPUT The output is the end result required. You can identify what is the output in a given problem by the following keywords: print, display and output.
THE PROCESSING The processing column is a list of what actions are to be performed to achieve the required output. Let us now look at an example of a problem that is defined with the construction a defining diagram.
EXAMPLE 1 A program is required to read three numbers, calculate and print their total. Defining Diagram:
Steps in drawing the defining diagram using the first example we looked at in the previous lesson. 1. Identify the input (that is, the data that is given). The keyword, read, identifies the input as three numbers, that is, any three numbers.
Problem solving & program design
Calculate and print the area and perimeter of the rectangle.
PROGRAM DESIGN After defining the problem, based on the steps of the problemsolving phase, you find a solution to the problem. In finding a solution to the problem, you have to also analyze alternative solutions to the problems. When we are solving problems on the computer this is done by representing the most efficient solution as an algorithm. Before we look at the term algorithm, there are some key terms you must first be familiar with and they are variables, constant and data types. When you ask the computer to read two numbers, find the sum of the two numbers then output the sum. When the computer reads the two values, it has to store the values somewhere in memory. Similarly, it will have to store the value of sum somewhere in order to provide an output to you the user. These values are normally stored in what we call variables. m A variable is a named location in memory that stores a particular value. This value may be changed during the execution of a program. Examples of variable names include: ‘number’, ‘age’, ‘name’, ‘length’ and so on. You can have several different names, numbers, ages, etc. m A constant provides locations for storing data which do not change value during execution of a program. For example, if you were calculating the perimeter of a circumference you would need to include PI, which is normally 3.17 in your calculation. In the formula, PI would remain constant.
PRACTICE QUESTIONS
Use a defining diagram to answer the following: 1. A program is required to read two numbers, calculate and print their difference. 2. A program is required to read the length and width of a rectangle.
See you next week when we will continue to look at problem solving and program design. Remember that if you fail to prepare, you should prepare to fail.
2. Identify the output. The keyword, print, identifies the output as the total (or sum) of the three numbers. 3. List the processing steps. Here we list all the actions that must be performed in order to get the desired results. For example: What do we have to do to the three numbers in order to print their total? 1. We must first get the numbers. 2. We must then calculate their sum. 3. We must then print the total.
KEY THINGS TO NOTE: 1. In the defining diagram the actions must be in a logical sequential order. 2. All the necessary actions must be explicitly stated. For example, the read action and the print action must not be assumed. 3. The processing section is not the solution to the problem. It is simply a list of the things that must be done in order to solve the problem.
EXAMPLE 2 Problem 2 Given three integers representing the age of three boys, respectively, write a program to find their average age and also determine the age of the oldest person. Natalee A. Johnson teaches at Ardenne High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
DEFINING DIAGRAM
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YOUTHLINK MAGAZINE | JANUARY 10-16, 2012
The small firm
yl:Principles of Business
(part 2)
YVONNE HARVEY Contributor
ELLO AGAIN. Do you remember last week’s lesson? I hope so. It dealt with definitions and examples of the small firm, characteristics of the small firm and the role of the small firm in Caribbean communities. This week we will concentrate on the reasons that many firms remain small and the advantages and disadvantages of the small firms.
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Caribbean governments recognise the importance of small firms and try to encourage their existence by charging them less tax or exempting from certain taxes. In some instances loans are made available to small firms at special rates of interest. In Jamaica, there is the Small Businesses Association of Jamaica that assists small businesses in the country, including lending them money at low rates of interest. But why do firms remain small?
REASONS FOR REMAINING SMALL
m To keep the business in the family. Expansion may require hiring persons outside of the family. m Market for the good or service is small. Unless the market grows, the firm will remain small. m Some firms are linkages to small and medium-size business. Unless they expand, these firms will remain small. m Some firms remain small because they have missed the opportunities to expand. m Many firms have not gone into large-scale production because they do not have the necessary collateral to access loans for expansion. m The owners of some small firms do not have the necessary management and technical skills needed for a larger business. m For many firms, the most efficient size is the small firm.
ADVANTAGES OF SMALL FIRMS 1. These businesses are often strategically placed. That is, they are located in places that are convenient for customers. 2. They provide goods and services that are not provided by larger firms. 3. They normally sell a variety of goods and services and the items sold are usually unique, and customers prefer this to the standardisation of larger firms. 4. People support small firms because these firms know their customers well and often offer them credit. 5. The small firm is more efficient where personal services are to be carried out. 6. The top manager is the sole decision maker. He can, therefore, make decisions quickly and he knows exactly what is going on. 7. Small firms have a small number of staff; therefore, staff problems can be more easily detected and dealt with than in larger firms. 8. There is clear communication among employees and it is easier for management to have a good relationship with employees since the business is small. 9. Because small firms offer certain services, large firms are prevented from becoming too large. 10. Small firms stay open for longer hours than larger firms, to the advantage of themselves. 11. They are easy to start up and often receive government assistance. 12. These firms benefit from assistance from small business associations, for example, the Small Business Association of Jamaica.
THE DISADVANTAGES OF SMALL FIRMS 1. Owners have to put in long hours, sometimes without holidays, YOUTHLINK MAGAZINE | JANUARY 10-16, 2012
in order to make the business a success. 2. Many of these businesses have limited liability. That is, they may lose more than they have invested in the business if it should fail. 3. The manager is often bogged down with other tasks which, in larger businesses, are delegated to assistant managers and supervisors. 4. They suffer because of competition from larger firms. This is so since the simple, cheap machinery used in small firms may not allow them to compete equally with larger firms. 5. Prices tend to be higher than those of larger firms. 6. Small firms are vulnerable to changes in the economy. That is, they are easily affected by the ‘ups’ and ‘downs’ in the economy. 7. They have difficulty in arranging loan financing since financial institutions are often reluctant to lend them money. When they do lend them money, the rate of interest is often higher and the loan amount is smaller than that of larger firms. As usual, I will end with your homework. (a) Define a small firm. (2 marks) (b) List three characteristics of a small firm. (3 marks) (c) (i) Explain four important roles of small businesses in your local community. (4 marks) (ii) Discuss two advantages and two disadvantages of small firms. (8 marks) (d) State three reasons that many firms remain small. (3 marks) TOTAL: 20 MARKS See you next week. Yvonne Harvey teaches at Glenmuir High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
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The Haitian Revolution yl:History
DEBBION HYMAN
Contributor
Instruction - Circle the correct response for each question. 1. The revolt which broke out in St Domingue in October 1790 was started by the a) Jacobins b) Mulattoes c) Slaves d) Whites 2. In 1791, when the first slave rebellion began, the blacks in St Domingue were fighting for i) Better conditions ii) Equality with all other classes iii) Rights and privileges iv) Their freedom a) i, ii and iii only b) ii, iii and iv only c) i, iii and iv only d) i, ii, iii and iv 3. Which of the following were factors which contributed to the Haitian Revolution? i) Ideas of Liberty, Equality and Fraternity ii) The discontent among the slave population iii) The poor quality of leadership in St Domingue iv) The society being dominated by white people a) i and ii only b) i, iii and iv only c) i, ii and iv only d) i, ii, iii and iv
revision b) Free coloureds c) Poor whites d) Rich whites
9. Which of the following is most likely to be the reason the English and Spanish wanted to capture St Domingue? a) They wanted to acquire its slaves b) They wanted to increase their sugar production c) They wanted to market their manufactured goods d) They wanted to weaken France economically 10. Sonthonax, general of the French Revolutionary Army in St Domingue, announced the abolition of slavery in 1793 for all of the following reasons except a) To get the slaves to accept him as their leader b) To keep the colony part of the French Republic c) To outmanoeuvre and defeat the whites d) To restore law and order in the war-torn colony 11. In which chronological order did the following events in the Haitian Revolution take place? i. The expulsion of the Spanish and English by Toussaint ii. The invasion of Haiti by the French Republican Army iii. The mulatto revolt led by Ogé and Chavanne iv. The outbreak of the slave revolt led by Boukman a) ii, iii, i, iv
b) iii, ii, i, iv c) iv, iii, ii, i d) iii, iv, ii, i
12. Arrange the following persons in the chronological order in which they rule St Domingue/Haiti. i. Jean Pierre Boyer ii. Henri Christophe iii. Dessalines iv. Touissant L’Ouverture a) i, iv, iii, ii b) ii, i, iv, iii c)iv, iii, ii, i d) iv, i, ii, iii 13. St Domingue became independent in January a) 1791, under Boukman b) 1800, under Toussaint c) 1804, under Dessalines d) 1806, under Christophe
SOURCE Nelson CXC Practice Tests History - Carrol Bourne, Victor Jackman and Coreen Kennedy
ANSWERS 1. b 8. b
2. d 9. b
3. d 10.a
4.c 11.d
5. a 12.c
6. d 13. c
7. d
Debbion Hyman teaches at St Hugh’s High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
4. The leader of the mulatto uprising of 1791 was a) Alexandre Pétion b) Victor Hughes c) Vincent Ogé d) Toussaint L’Ouverture 5. In 1791 the slaves in St Domingue revolted under the leadership of a) Boukman b) Dessalines c) Ogé d) Toussaint 6. St Domingue was called the ‘Pearl of the Antilles’ mainly because a) It produced a variety of crops b) Its soils were rich and well watered c) It was a flourishing slave colony d) It was the richest colony in the Caribbean 7. Which of the following best explains why Toussaint became leader of the slaves in St Domingue? a) He had a good knowledge of herbal medicine b) He was literate and spoke French fluently c) He was a most skilful horseman d) He had the ability to organise and inspire others
JANET SILVERA PHOTO
8. In St Domingue the term affranchis was associated with the a) Free blacks
Ritz-Carlton Rose Hall’s general manager, Tony Mira (right), his wife Jerri (left), son Chad and family friend Michelle Ravin are caught on camera at the Ritz-Carlton Rose Hall’s Escape to Luxury Couture show on Wednesday, December 28 in Montego Bay.
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YOUTHLINK MAGAZINE | JANUARY 10-16, 2012
‘Old Story Time’
yl:English Literature
BERYL CLARKE Contributor
OWE you an apology for only now returning to Old Story Time after I had promised to continue our work on it in the following week. This was because, as you know, I turned to poetry which has to be done at regular intervals if we are to finish the 20 poems on the syllabus.
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Our play is fast paced; moving rapidly from our meeting with the major characters – Pa Ben, Len and then Miss Aggie – through Len’s schooling in Jamaica and abroad, his marriage, return to his homeland, Miss Aggie’s reaction to her daughter-inlaw, the situation involving George and the final bonding of the family. The language, the Jamaican dialect, is rich and natural, ‘grounding’ the play in its setting. You would have noticed that here it is the language of the simple folk. At this point I would like for us to work on some of the things which make drama different from the other literary genres. You know already that when the playwright is writing he is visualising the stage with the pieces of furniture in a particular order, he is seeing and listening to the characters as they talk, interact with each other and as they move about or remain static. So, when you are going through Old Story Time you have to see facial expressions, read body language, interpret gestures and gesticulations and hear changes in voice tones and levels so as to understand their meanings. Drama has what I call immediacy, in that the action is being watched as it happens. It is not like a film (though a production can be filmed) in which actors get the chance to repeat a scene until it becomes perfect in the eyes of a director. No, the audience gets what is being acted directly and has no time to consider, just time to react. Elements such as dialogue, stage directions, the use of irony, structured divisions, asides and soliloquies, in addition to plot and characters are integrated into drama.
between Miss Aggy and Lois is a distinct possibility, given Miss Aggy’s attitude to anything black! Then there is the soliloquy in which Pa Ben has to cajole (here is a chance to learn a new word, if it is not already one with which you are familiar) Pearl into not revealing the true state of affairs between Len and his mother. In addition, we get the then popular attitude towards Africa; that it was dark, that is, savage,
Remember that we are talking about the play on a stage and not about a movie. The writer has to find other means of telling the audience what he wishes to. Take for instance the scene in which Miss Aggy catches Len playing with Pearl in the river. We know this not because we see it on the stage but through a stage direction. We know that they were going there to play because of what Pearl says. How do we find out that Miss Aggy has been to the market? Again, this is through the stage direction and the dialogue. Do you see her riding her donkey to market or leading it home with a lame foot? Of course not! The conversation (dialogue) between her and Pa Ben inform us.
uncivilised and that cannibalism was a real danger to a visitor like Len. I am sure that you have noticed the humour when Pa Ben said that while Miss Aggy turned her face away, he looked at the photo of women who were uncovered above the waist. This is as a good a place as any to take a break today. Your job now is to look closely at the elements used by Rhone to create this play. We will continue next week. Until then continue to strive for success and God bless! Beryl Clarke is an independent contributor. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
Some actions take place off stage but we learn about them through discussions that take place on stage. As Pa Ben and Mama talk, we get the news of Len’s travel to Africa and later of his marriage. Trevor Rhone also uses soliloquies to share information with the audience. Pa Ben ‘brings us up to speed’ when he tells us how Mama hates black, that not even a chicken of that colour she would keep in her yard. More important, it is then that we hear that Len has a black girlfriend. Members of the audience at this point are given information that a major character, Miss Aggy, does not have and this could create expectations among those watching the performance. Can you think of one such expectation? Ye-s! A confrontation
We have to be careful to always bear in mind how important dialogue is in a play. The playwright has to rely on it for several things. It is dialogue that reveals character, describes and makes references to previous, sometimes ongoing action and subsequent developments. You see, the enacting of a play takes about two hours or a bit more, and not only is the space limited but there are some actions that cannot be presented or only with great difficulty and then, perhaps, only with partial success. YOUTHLINK MAGAZINE | JANUARY 10-16, 2012
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Types of cheques yl:Office Administration
HYACINTH TUGMAN Contributor
I, STUDENTS. As promised I am now completing the lesson I started last time as your SBAs should now be in their final stages.
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Basically, there are two types of cheques – open and crossed. In addition, the crossed cheque can be divided into two categories those with general crossings and those with specific crossings. The figure below illustrates this classification.
A cheque is said to have been dishonoured when the bank has, for some reason or other, refused to pay on presentation. The reasons for refusal may be attributed to one of the following causes: m words and figures differ m there
A POSTDATED CHEQUE A post-dated cheque is one which is dated ahead of the current date. A bank does not credit the customer’s account with the amount of a post-dated cheque until the due date.
CERTIFIED/MANAGER’S CHEQUE
are
A certified cheque is one which is issued by the bank upon the request of the customer. The person receiving a certified cheque is guaranteed payment upon presenting it at a bank.
OPEN CHEQUE
THE BANK STATEMENT
An open cheque does not have two parallel lines and can be cashed at the bank by the payee once he endorses it (signs his name on the reverse side). If the payee wishes to transfer the cheque to someone else, he can do so by endorsing it and write a note on the back authorizing the bank to pay that person. This type of cheque is not very secure because if it is lost or stolen anyone may be able to cash it if he can persuade the bank that he is the payee.
At regular intervals or on request, the bank will send to a customer a bank statement which provides a record of all transactions that have taken place between the customer’s account and the bank. Amounts which reduce the balance in the account are shown in the payment column, and amounts which increase the balance are shown in the receipts column. As each payment or receipt is recorded a new balance figure is shown in a third column.
CROSSED CHEQUE
In addition to bank account services and the cheque facilities, banks offer a wide range of services that are used by businesses:
When a cheque is crossed, two parallel lines are drawn across the cheque. In addition, ‘& Co’ may be written between the lines. A crossed cheque cannot be cashed but must be deposited into an account. It is much safer than an open cheque.
CROSSED CHEQUE - A/C PAYEE ONLY This type of cheque is even safer than a general crossed cheque because it is not transferable. It must be deposited into the account of the payee and not in anyone else’s account.
CROSSED CHEQUE - SPECIFIC CROSSING
STANDING ORDER insufficient funds m irregular endorsement, that is, the name on the reverse of a cheque does not correspond with the payee’s name on the front m drawer’s signature differs from that in the
DISHONOURED CHEQUE
bank’s records m there’s an alteration which requires signing m the cheque may be out of date (stale) m the cheque is post-dated
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YOUTHLINK MAGAZINE | JANUARY 10-16, 2012
This specially crossed cheque not only states that it must be paid into the account of the payee, but also gives the name of the bank at which the cheque must be deposited.
The customer authorises the bank to transfer a certain sum of money to another account at regular intervals.
CREDIT TRANSFER A debtor utilises this service when he wishes to pay a number of suppliers. He prepares one cheque with a list of names of suppliers and the bank sends the amount owed to each.
CREDIT CARD This service enables the customer to purchase goods and services without the use of cash. Have a blessed week. Hyacinth Tugman teaches at Glenmuir High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
(wrap Story writing up)
yl:English Language
NATASHATHOMAS-FRANCIS
ELLO, STUDENTS! We have been exploring the art of short story writing for a few weeks now. As we wrap up this discussion I wish to highlight some pointers of which you must be mindful.
span. You are not attempting to write a novel with an endless number of crises. Rather, the limit is 400-450 words and the suggested time on which you spend planning and writing your story is 45 minutes. Therefore, you should focus on one single event that is momentous in the life of your main character.
Every story must have particular elements/parts: m Setting m Characters m Plot m Conflict, crisis, resolution m Theme/moral
5. You should decide on one central setting. Do not take your characters from place to place without any apparent purpose as this will detract your ability to focus one conflict. Just ensure that the setting you choose fits in with the message you want to communicate. Additionally, in your
Contributor
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descriptions of the setting appeal to as many of the five senses as possible – sight, hearing, smell, taste and touch/feel.
6. A short story should not contain more than three characters. Too many characters will be distracting to your reader. Just focus on the most important features of each character that will enhance your theme. 7. The beginning of your story must grab the attention of your reader. There are three main ways in which you can begin your story: m A description of the main character(s)
or setting. m Dialogue which is pertinent to the central conflict or theme of the story. m The use of the flashback technique starting the story near the end of the plot and then developing what led up to that point. Ensure that your plot is feasible and believable. After you have introduced your story, you should develop the middle and then wind up the story with a complete ending. Even if you use a suspense ending, your story should seem complete when you write the last full-stop. Finally, let me leave some past-paper questions with you. Use these questions as a guide and ensure that you attempt at least one of these by next week. Time yourself - 45 minutes - and leave enough time to re-read your work to correct any errors of expression. Don’t keep your story to yourself; share it with your friends and teacher. 1. The door was closed and the cobwebs in front of it suggested it had not been opened for a long time. Moor turned the key and pushed the door.
The elements of a story are enhanced by the use of various techniques: Description The use of specific details and images which appeal to the senses. Dialogue The exact words of all the speakers. Remember that the actual words are enclosed by quotation marks. For example: Robert said, “I am going to the party, Mandy. Do you want to come?” Consistent tense Most stories are related in the past tense. Be consistent with the use of this tense. Narrative point of view Narratives are usually told from one of two perspectives: the first-person narrative point of view (the ‘I’ narrator) or the third-person narrative point of view (the ‘omniscient’ narrator). Now that you are familiar with what is required in this section of the paper, let me give you some final tips: 1. If you are aspiring to get your Grade 1 for this examination, you must have a good command of the English language. 2. Before you begin writing, start with a story plan. There must be conflict which needs to be resolved. 3. Devise a theme. Every story must have a message on which the elements of the story hang. What is it that you want your characters (or even your readers) to learn about life, for example? Ensure that every aspect of your story is related to the central message. 4. An effective short story covers a short time
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GLADSTONE TAYLOR PHOTOGRAPHER
Former Minister of Youth, Sports and Culture Olivia Grange greets children on New Year’s Eve during Fireworks on the Waterfront, downtown Kingston. YOUTHLINK MAGAZINE | JANUARY 10-16, 2012
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Application of electrolysis
yl:Chemistry
FRANCINE TAYLOR-CAMPBELL
coating. The anode in this cell is an aluminium object and the electrolyte solution is one which can liberate oxygen at the anode, such as dilute sulphuric acid. At the anode: OH- ions are discharged. 4OH (aq) == 2H2O(l) + O2(g) + 4e
(Please refer to your text for the cell diagram)
Contributor
YOU SHOULD BE ABLE TO:
m Describe industrial applications of electrolysis, metallic extraction and purification, electroplating and anodizing.
POINTS TO NOTE
m Electrolysis is used commercially to extract reactive metals such as sodium and aluminium from their ores. m Electroplating and corrosion protection uses the principle of electrolysis. m Pure metals can be obtained using the process of electrorefining. Extraction of sodium using the Down’s cell.
In this process molten sodium chloride and calcium chloride are used. The purpose of calcium chloride is to lower the temperature to prevent sodium chloride from boiling. At the cathode: Na+ ions are discharged. Na+(l) + e == Na(l) At the anode: Chlorine is liberated. 2Cl-(l) === Cl2(g) + 2e
The oxygen liberated at the anode reacts with the aluminium object to form a protective oxide coating of aluminium oxide (Al2O3), which is resistant to corrosion.
NOTE Steel hood is used to keep the sodium and chlorine apart and to prevent them from reacting.
ELECTROPLATING
ANODIZING Anodizing is a process of producing corrosion-resistant articles by
This is the process of coating an object with a thin layer of another metal by electrolysis. This can be used to prevent corrosion and to make the object more attractive. In this process, the object to be coated is the cathode and the metal to be used for coating (plating) is the anode. For example, to add a nickel plate to an object, a nickel sulphate solution could be used as the electrolyte.
AT THE CATHODE: The object or metal to be coated (plated) acts as the cathode. For example, in nickel plating, nickel ions are discharged and deposit on the cathode or object thereby coating it. Ni2+(aq) + 2e == Ni (s)
AT THE ANODE: If the object is to be nickel plated, then the anode must be made of nickel. The nickel will, therefore, dissolve to form nickel ions. Ni (s) cathode === Ni2+ (aq) + 2e
NOTE If the object is to be chrome-plated or silver-plated, then a chromium or silver electrolyte solution is used and the anode is made of chromium or silver.
PURIFICATION OF COPPER The purity of copper can be improved by electrorefining. In this case the same principle of electroplating or electrodeposition is used. The electrolyte is a solution containing copper ions such as copper sulphate. The cathode is a strip of pure copper and the anode is a lump of the impure copper.
AT THE ANODE: Copper atoms from the impure copper dissolve to form copper ions. This causes the anode to decrease in size. Cu(s) == Cu2+(aq) + 2e Impurities fall off the anode and are collected in the cell.
AT THE CATHODE: Cu2+ ions migrate towards the cathode where they are deposited on the cathode as solid copper. Cu2+ (aq) + 2e === Cu(s) The cathode becomes thicker (increases in size). JIS
Coach Glen Mills (left) and founder of the YB Afraid Foundation, sprinter Yohan Blake, distribute donations to the boys at the Mount Olivet Boys’ Home in Walderston, Manchester, on Saturday, December 17.The gift packages were from Adidas, one of Blake’s major sponsors. 22
YOUTHLINK MAGAZINE | JANUARY 10-16, 2012
In next week’s lesson we will examine some questions on electrolysis. Francine Tayor-Campbell teaches at Jamaica College. Send questions and comments to kerry-ann.hepburn@gleanerjm.com