f Define acid, acid anhydride, base, alkali, salt, acidic, basic, amphoteric and neutral oxides f Relate acidity and alkalinity to the pH scale f Discuss the strengths of acids and alkalis on the basis of their completeness of ionisation f Investigate the reactions of non-oxidising acids with metals, carbonates, hydrogen carbonates, bases f Investigate the reaction of bases with ammonium salts f Identify an appropriate method of salt preparation based on the solubility of the salt f Distinguish between acid salts and normal salts
POINTS TO NOTE
f Non-metals form acidic oxides, while metals form basic oxides. f Amphoteric oxides show both basic and acidic properties, while neutral oxides show neither. f Non-metallic oxides dissolve in water to form acids. f Metallic oxides are basic oxides and dissolve in water to form alkalis. f Acids combine with bases to form salt and water only. f Salts can be formed from the reaction of acids with carbonates, hydrogen-carbonates, alkalis and metals. f The pH of a substance indicates how acidic or basic
(alkaline) its aqueous solution is. The pH scale goes from 0 - 14 with a pH less than 7 described as acidic and a pH greater than 7 described as basic or alkaline.
One can use pH paper (litmus) or indicator solutions, such as methyl orange and phenolphthalein, to determine whether substances are alkaline or acidic. f Strong acids and weak acids differ in the number of molecules that react or dissociate to form ions. For a strong acid, a vast majority of the molecules form ions, while only a small proportion of ions are formed from a weak acid. f Dibasic and tribasic acids can form both normal and acid salts. f Soluble salts can be prepared from the action of an acid on a metal, carbonate and/or base. Insoluble salts are obtained from ionic precipitation reactions between two soluble salt solutions. Anhydrous salts must be prepared by direct combination.
12
An acid is a substance which dissolves in water or aqueous solution to produce H+ ions. An acid is formed when an acid anhydride (acidic oxide) dissolves in water.
Some acids are stronger than others. The strength of an acid depends on how completely it ionizes or breaks up into ions when in solution. So, the mineral acids, such as hydrochloric, sulphuric and nitric acids, completely dissociate in solution and are called strong acids.
HCl (aq) —————- H+ (aq) + Cl- (aq)
There are no undissociated molecules.
For weak acids, a large number of their molecules remain undissociated in solution, hence ionization is incomplete. Organic acids are generally weak, such as ethanoic (acetic) acid.
Alkalis can also be strong or weak. NaOH is a strong alkali, while aqueous ammonia is weak as it is only slightly dissociated in aqueous solution.
A salt is formed when all or part of the hydrogen in an acid is replaced by a metal ion or the ammonium ion.
Acids generally consist of a negative ion from an acid and a positive ion from a base or metal. Eg, NaCl Na+ is from a metal or base (NaOH) and Cl- is from the acid (HCl). If all the replaceable hydrogen ions are removed, a normal salt is formed, eg, NaCl. If only part of the replaceable hydrogen ions is removed, then an acid salt is formed, eg,
NaHCO3.
NEUTRALISATION REACTIONS IN EVERYDAY
LIFE
1 . An ta c i ds
These are mild alkalis or basic salts used to neutralise the acidity on the stomach, which causes indigestion.
Examples include calcium and magnesium carbonate, magnesium oxide and hydroxide. These substances are able to neutralise excess stomach acidity by reacting with the acid.
2 . B a k i ng p ow d e r
During baking, the use of baking powder allows the dough to rise. This happens because baking powder is a carbonate which when heated produces carbon dioxide gas, which is responsible for raising the dough.
Francine Taylor-Campbell teaches at Jamaica College. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
yl:geography
Multiple-choice questions part 3
MARJORIE HENRY
Contributor
OR THE last two lessons I have been sharing with you on Paper 01 the test via multiple-choice items. The areas mentioned are:
F
f The structure of the item: the stem, options, key and distracters. f The different forms the items take. f The variety of procedures to be used in the selection of your correct answers Do not take this paper lightly. In addition to adequate preparation by way of studying, which cannot be overemphasised, spend some time practising multiple-choice items in order to improve your performance.
There are books with these items available at the bookstore. If you can, purchase one. Some of your textbooks have multiple-choice items as well. Whenever you can, practise working them through. If you are unable to select the correct answer, use it as an opportunity to do some research on the topic. Incidentally, did you try answering the three items I gave you in the last lesson? I really hope you did. Here are the answers:
1 - D; 2 - D; 3 - D.
Was your score 100 per cent? Great!
Here are just a few more points as I close the discussion. f Do not guess your answers. With adequate preparation you should be in a position to identify the correct answers. f Before looking at the possible answers, try to form the answer in your mind. f Do not change an answer that comes to mind first unless you are absolutely sure that it is wrong. f Read the stem several times, if necessary, to be sure you understand exactly what is being asked. f The time allotted for doing this paper is one hour and thirty minutes.
Although there is a time frame within which you must work, never rush through the questions in a panic. Be calm and pace yourself. f Try to leave some time before the examination is over to review the answers and correct errors.
The answers for your multiple-choice items are indicated on an answer sheet. By way of describing it, it has the number for each question along with the four options. The options are encircled. To indicate the answer you have selected, completely shade the circle with the letter of your choice. You must mark only one answer for each question. If you attempt to indicate more than one answer to a question, it will be counted as wrong. The type of pencil you use is absolutely important. It must be a soft one, for example, HB; 2B; 3B or #2. Avoid the hard ones such as 2H; 3H;
4H and 5H. The shading must be bright enough to be picked up by the computer and the soft pencil ensures this. It is better to take two or three with you to the examinations in the event that you lose the point on any.
The hard pencils will damage the answer sheet, which must not happen.
Marjorie Henry is an independent contributor. Send questions and comments to kerry-ann.hepburn@gleanerjm.com YOUTHLINK MAGAZINE | NOVEMBER 13-19, 2012
Primary sources on the
Middle Passage
yl:history
DEBBION HYMAN
Contributor
OBJECTIVES
AT THE end of the lesson, students should be able to:
1. Describe the experiences of the
African captives during this Middle
Passage journey.
2. Interpret historical sources.
3. Assess the level of culpability of
African rulers in the growth of the transatlantic trade in Africans.
4. Empathise with the plight of the
African captives as they journeyed through the Middle Passage.
5. Comment on the varying perspectives of the different characters embroiled in the Middle Passage experience - Alexander Falconbridge
(surgeon) and James Barbot Jr (sailor).
The focus this week is on the Middle
Passage, but I have incorporated the use of primary sources. A primary source is
‘a source which came into existence during the actual period of the past which the historian is studying’ (Arthur
Marwick, 199). The use and evaluation of such sources is important to the student of history. I have included in this week’s lesson three primary source documents – an extract from James
Barbot’s writings, Alexander
Falconbridge’s writing and an extract from Olaudah Equiano’s The Interesting
Narrative of the Life of Olaudah Equiano, or Gustavus Vassa, The African. The extracts provide first-hand information about the Middle Passage journey. In reading through the extracts, you need to employ the skills of the historian, and a fulsome criticism of the source is needed. In analysing primary sources, one has to do the following:
a) Ascertain when exactly the source produced? What is its date? How close is its date to the date of the events to which it relates, or to dates relevant to the topic being investigated?
b) Identify what person or group of persons created the source? What basic
attitudes, prejudices and vested interests would he, she or they be likely to have?
How and for what purposes did the source come into existence? Who was it written for or addressed to?
c) Consider to what extent the author of the source is really in a good position to provide first-hand information on the particular topic.
Once you have done so, you can read through the following extracts.
EXTRACT #1
Alexander Falconbridge
“The men negros...are...fastened together...by handcuffs”
Alexander Falconbridge, a surgeon aboard slave ships and later the governor of a British colony for freed slaves in Sierra Leone, offers a vivid account of Middle Passage.
From the time of the arrival of the ships to their departure, which is usually about three months, scarce a day passes without some Negroes being purchased and carried on board; sometimes in small and sometimes in large numbers.
The whole number taken on board depends on circumstances. In a voyage I once made, our stock of merchandise was exhausted in the purchase of about
380 Negroes, which was expected to have procured 500 ...
The unhappy wretches thus disposed of are bought by the black traders at fairs, which are held for that purpose, at the distance of upwards of two hundred miles from the sea coast; and these fairs are said to be supplied from an interior part of the country. Many Negroes, upon being questioned relative to the places of their nativity, have asserted that they have travelled during the revolution of several moons (their usual method of calculating time) before they have reached the places where they were purchased by the black traders.
About eight o’clock in the morning the
Negroes are generally brought upon deck. Their irons being examined, a long
chain, which is locked to a ring-bolt fixed in the deck, is run through the rings of the shackles of the men and then locked to another ring-bolt fixed also in the deck. The diet of the Negroes while on board consists chiefly of horse beans boiled to the consistency of a pulp; of boiled yams and rice and sometimes a small quantity of beef or pork. The latter are frequently taken from the provisions laid in for the sailors.
They sometimes make use of a sauce composed of palm oil mixed with flour, water and pepper, which the sailors call slabber – sauce. Yams are the favorite food of the Eboe [Ibo] or Bight Negroes, and rice or corn of those from the Gold or Windward Coast; each preferring the produce of their native soil ....
They are commonly fed twice a day; about eight o’clock in the morning and four in the afternoon. In most ships, they are only fed with their own food once a day. Their food is served up to them in tubs about the size of a small water bucket. They are placed round these tubs, in companies of ten to each tub, out of which they feed themselves with wooden spoons. These they soon lose, and when they are not allowed others they feed themselves with their hands...
EXTRACT #2
James Barbot, Jr, a sailor aboard the
English slaver Don Carlos, describes a slave uprising that took place aboard the vessel. About one in the afternoon, after dinner, we, according to custom caused them, one by one, to go down between decks, to have each his pint of water; most of them were yet above deck, many of them provided with knives, which we had indiscreetly given them two or three days before, as not suspecting the least attempt of this nature from them; others had pieces of iron they had torn off our forecastle door, as having premeditated a revolt, and seeing all the ship’s company, at best but weak and many quite sick, they had also broken off the shackles from several of their companions’ feet, which served them, as
well as billets they had provided themselves with, and all other things they could lay hands on, which they imagin’d might be of use for this enterprise. Thus arm’d, they fell in crouds and parcels on our men, upon the deck unawares, and stabb’d one of the stoutest of us all, who receiv’d fourteen or fifteen wounds of their knives, and so expir’d. Next they assaulted our boatswain, and cut one of his legs so round the bone, that he could not move, the nerves being cut through; others cut our cook’s throat to the pipe, and others wounded three of the sailors, and threw one of them overboard in that condition, from the forecastle into the sea; who, however, by good providence, got hold of the bowline of the foresail, and sav’d himself...we stood in arms, firing on the revolted slaves, of whom we kill’d some, and wounded many: which so terrif’d the rest, that they gave way, dispersing themselves some one way and some another between decks, and under the forecastle; and many of the most mutinous, leapt over board, and drown’d themselves in the ocean with much resolution, shewing no manner of concern for life. Thus we lost twenty seven or twenty-eight slaves, either kill’d by us, or drown’d; and having master’d them, caused all to go betwixt decks, giving them good words. The next day we had them all again upon deck, where they unanimously declar’d, the
Menbombe slaves had been the contrivers of the mutiny, and, for an example, we caused about thirty of the ringleaders to be very severely whipt by all our men that were capable of doing that office....
EXTRACT #3
Olaudah Equiano
While we stayed on the coast I was mostly on deck; and one day, to my great astonishment, I saw one of these vessels coming in with the sails up. As soon as the whites saw it, they gave a great shout, at which we were amazed; and the more so, as the vessel appeared larger by approaching nearer. At last, she came to an anchor in my sight, and when the anchor was let go, I and my countrymen
YOUTHLINK MAGAZINE | NOVEMBER 13-19, 2012
who saw it, were lost in astonishment to observe the vessel stop — and were now convinced it was done by magic.
Soon after this, the other ship got her boats out, and they came on board of us, and the people of both ships seemed very glad to see each other. Several of the strangers also shook hands with us black people, and made motions with their hands, signifying, I suppose, we were to go to their country, but we did not understand them.
At last, when the ship we were in, had got in all her cargo, they made ready with many fearful noises, and we were all put under deck, so that we could not see how they managed the vessel. But this disappointment was the least of my sorrow. The stench of the hold while we were on the coast was so intolerably loathsome, that it was dangerous to remain there for any time, and some of us had been permitted to stay on the deck for the fresh air; but now that the whole ship’s cargo were confined together, it became absolutely pestilential. The closeness of the place, and the heat of the climate, added to the number in the ship, which was so crowded that each had scarcely room to turn himself, almost suffocated us. This produced copious perspirations, so that the air soon became unfit for respiration, from a variety of loathsome smells, and brought on a sickness among the slaves, of which many died — thus falling victims to the improvident avarice, as I may call it, of their purchasers...
One day, when we had a smooth sea and moderate wind, two of my wearied countrymen who were chained together
(I was near them at the time), preferring death to such a fife of misery, somehow made through the nettings and jumped into the sea; immediately, another quite dejected fellow, who, on account of his illness, was suffered to be out of irons, also followed their example; and I believe many more would very soon have done the same, if they had not been prevented by the ship’s crew, who were instantly alarmed...
SEE MIDDLE ON PAGE 14
13
Scheduling appointments yl:office administration
HYACINTH TUGMAN
Contributor
HIS WEEK I will complete the unit with the final objectives.
You should be able to:
Demonstrate the ability to plan, make the follow-up and manage appointments for an executive.
State the importance and use of reminder systems.
T
14
Continued from page 13
MIDDLE
There are various guidelines with which the receptionist must be familiar when scheduling appointments. For regular meetings, the receptionist should mark the executive’s calendar at the beginning of the year. Some appointments may be scheduled and confirmed by mail. These will serve as reminders to the parties involved. There are times when the executive may direct the scheduling of an additional appointment for a visitor presently in the office. Sometimes it is necessary to make an appointment for an unexpected visitor. There are also occasions when the executive formulates his/her own appointments. To avoid confusion, the receptionist must compare his/her appointment schedule with the executive’s and allow his/her
appointments to take precedence over those he/she has previously scheduled. It is necessary for both the executive and the receptionist to work together in coordinating appointments. APPOINTMENTS
In order to ensure the smooth flow of appointments, it is important that the receptionist keep an appointment schedule. The receptionist will immediately be able to see the names of visitors to the various departments on any given day. Once the appointment has been kept, it is usual to place a tick over the appropriate column.
The receptionist should also brief the executive on the nature of the visitor’s call. In this way, preparation can be made before the visitor arrives. The purpose of the visit would also determine the length of time required. The time factor is very important when scheduling appointments for regular visitors.
When arranging appointments, the receptionist should not set up consecutive meetings of equal intensity. A competent receptionist
will endeavour to stagger appointments throughout the day.
In an organisation which sees visitors between selected hours each day, care should be taken that appointments are selectively spaced based on the executive’s scheduled activities.
Computers are widely used as a means of making appointments for clients or visitors to the organisation. For example, at resorts and hotels, people who call to make reservations are registered on the computer.
CANCELLING
APPOINTMENTS
In some offices, the receptionist is required to compose and type a letter to cancel appointments.
He/she is also to be able to use the correct telephone techniques when it is necessary to postpone appointments. There are certain procedures which the receptionist should follow. He/she will be required to contact the potential visitor. To do this, he/she should consult the reception register.
Every effort should be made to contact the individual as soon as
At last, we came in sight of the island of Barbados, at which the whites on board gave a great shout, and made many signs of joy to us. We did not know what to think of this; but as the vessel drew nearer, we plainly saw the harbour, and other ships of different kinds and sizes, and we soon anchored amongst them, off Bridgetown. Many merchants and planters now came on board, though it was in the evening. They put us in separate parcels, and examined us attentively. They also made us jump, and pointed to the land, signifying we were to go there. We thought by this, we should be eaten by these ugly men, as they appeared to us; and, when soon after we were all put down under the deck again, there was much dread and trembling among us, and nothing but bitter cries to be heard all the night from these apprehensions, insomuch, that at last the white people got some old slaves from the land to pacify us. They told us we were not to be eaten, but to work, and were soon to go on land, where we should see many of our country people.
This report eased us much. And sure enough, soon after we were landed, there came to us
Africans of all languages.
We were not many days in the merchant’s custody, before we were sold after their usual manner, which is this: On a signal given (as the beat of a drum), the buyers rush at once into the yard where the slaves are confined, and make choice of that parcel they like best.
possible by telephone. This call should be followed by a letter confirming the cancellation of the appointment; the letter should be typed in duplicate so that the receptionist has a copy for reference. Your assignment this week is in two parts:
1.(a) Examine the receptionist facilities currently in operation in your school and write a report to your principal suggesting how it could be improved.
OR
(b) Design appropriate reception facilities for your school and write a report to your principal explaining how your plan could be put into effect, to the advantage of the institution.
2. Choose one correct answer from the alternatives given below.
1. Part of a receptionist’s duty is: (a) To serve refreshments
(b) To provide information
(c) To direct visitors
(d) To check persons in and out of the office
2. A receptionist register is used to show:
(a) All the persons visiting
(b) Records of visitors’ signatures (c) Records of incoming mail
(d) Records of all employees
3. When an unexpected visitor arrives, the receptionist should:
(a) Announce his/her arrival
(b) Ask the visitor to wait indefinitely (c) Try to assist the visitor
(d) Inform the person he/she wishes to speak to
4. When accepting delivery of a package, the receptionist should:
(a) Open the package and inspect it
(b) Sign for the package once it is in good order
(c) Check to see who its coming from (d) Inform the addressee so he/she can sign for it
See you next week.
Hyacinth Tugman teaches at Glenmuir High
School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com The noise and clamour with which this is attended, and the eagerness visible in the countenances of the buyers, serve not a little to increase the apprehension of terrified
Africans, who may well be supposed to consider them as the ministers of that destruction to which they think themselves devoted. In this manner, without scruple, are relations and friends separated, most of them never to see each other again.
SOURCES
1. The Nature of History - Arthur Marwick
2. James Barbot, Jr, A Supplement to the Description of the Coasts of North and South
Guinea, in Awnsham and John Churchill, Collection of Voyages and Travels (London,
1732).
3. Alexander Falconbridge, An Account of the Slave Trade on the Coast of Africa
(London, 1788). Retrieved October 20, 2012
4. Olaudah Equiano – The Interesting Narrative of the Life of Olaudah Equiano, or
Gustavus Vassa, The African
Debbion Hyman teaches at St Hugh’s High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com YOUTHLINK MAGAZINE | NOVEMBER 13-19, 2012
The role of government in an economy
yl:principles of business
YVONNE HARVEY
Contributor
AST WEEK, I promised to give you the answers to the multiple-choice test and then begin looking at the role of government.
L
Here are the answers to the test:
1. A 2. B 3. C 4. A 5. A 6. D 7. B 8. A
9. B 10. B 11. D 12. C 13. C
How did you do? I hope you got full marks or close to it. Now, let us begin the role of the government in an economy. Government may be defined as a body or group of elected officials whose main role or function is to carry out the will of the people as expressed in parliament.
The members are the representatives of the population and are responsible for the overall welfare of the state or country.
Governments, thus, manage the affairs of the country on behalf of the citizens.
services include: health provisions, educational provisions, provisions for housing, unemployment benefits, transportation facilities, communication facilities and infrastructure such as water, electricity and roads.
The general welfare of citizens is also enhanced through cultural and heritage programmes and through those that seek to protect the environment.
National or social insurance benefits are also aimed at improving the general welfare of citizens through the provision of pensions, maternity benefits, widow and orphan benefits, and benefits for those who experience prolonged illness, and so on.
(C) JOB SECURITY AND
SEVERANCE BENEFITS TO
WORKERS
Governments allow trade unions to be formed. These unions see to the job
security of their members. In addition, the government usually has a ministry of labour which intervenes in cases of unfair dismissal.
Severance benefits to workers include unemployment benefits and benefits to workers who experience prolonged illness or who become invalids or who have experienced accidents on the job.
(D) PROTECTION OF THE
ENVIRONMENT
Governments are involved in the protection of flora (plant life) and fauna
(animal life) and the physical environment through agencies such as: the Natural Resources Conservation
Authority, Jamaica Environment Trust, the Forestry Department, the Ministry of
Health, Environment and Housing
Ministry, and the Ministry of Mining and
Energy.
They have policies regarding beaches and sea grass and pollution of the earth in various forms. (eg, International Clean
Air Act). There are also laws to protect certain birds and fish against over hunting and over fishing, respectively, and there are deforestation laws to protect our forests.
See CXC Principles of Business by
Karlene Robinson et al, page 242, for a list of environmental acts that have been passed in Jamaica.
(E) MAINTENANCE OF A SAFE
ENVIRONMENT FOR INVESTORS
Foreign direct investment is very important for economic growth and development, especially for developing countries such as Jamaica. In order to attract foreign investors, governments must ensure a safe physical, economic and political environment. This is achieved through keeping crime and
violence to a minimum, political stability, ensuring favourable interest on investments, tax-free holidays, duty-free concessions and rebates.
GOVERNMENT LAWS FOR
BUSINESSES
Government laws include those regarding the setting up of businesses
(legal aspects of the business), zoning laws, laws regarding the disposal of waste and adherence to the International
Standards Organisation. Government also has a taxation policy and institutes tax deadlines which are advertised on radio, television and other media. Tax collectors are employed and there are specific penalties for tax evasion.
Businesses must also abide by government laws regarding the employment of labour (labour laws) and the protection of the environment.
THE RESPONSIBILITIES OF
GOVERNMENT
GOVERNMENT AND CONSUMER
PROTECTION
These are many and varied. However, the syllabus has outlined the main responsibilities to be emphasised. In addition, it would be good if you read up on other responsibilities of government so as to widen your knowledge base for the examination.
Consumers are protected from unfair treatment when they go shopping or deal with government agencies. Institutions such as the Consumer Affairs
Commission, the Prices Commission, the Ministry of Consumer Affairs and the
Bureau of Standards work to protect the shopping consumer.
(A) SECURITY OF THE STATE
The government provides laws that citizens should abide by. These laws should be made with the interest of the citizens in mind. Penalties, such as fines and imprisonment, are laid down for those who break the law.
The ombudsman is a government official that deals with the problems experienced by persons who have to deal with government agencies. In some countries, price controls are enforced by the employment of price control inspectors and laws regarding the display of prices for items under price control. Food and drug standards and hire-purchase laws also protect the consumer. The police, armed forces (army and navy), prison services and fire services are all a part of the security of the state.
(B) PROTECTION AND GENERAL
WELFARE OF CITIZENS
Protection is provided by defence, which includes the police, army and navy. The general welfare of the state comes in the provision of social services that improve the well-being of individuals and families. The social
Next week, we will continue to look at the role of government. Bye for now.
IAN ALLEN/PHOTOGRAPHER
Harry Lee-Quee addresses the audience during a Youth Editors’ Forum hosted by The Gleaner at Jamaica
College in St Andrew on Wednesday, October 31.
YOUTHLINK MAGAZINE | NOVEMBER 13-19, 2012
Yvonne Harvey teaches at Glenmuir High
School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com 15
‘The Woman Speaks to the Man who has Employed her Son’
yl:english literature
Her son was first made known to her as a sense of unease, a need to cry for little reasons and a metallic tide rising in her mouth each morning. Such signs made her know that she was not alone in her body. She carried him full term tight up under her heart.
cloth and a deep crowned and veiled hat for the day he draw his bloody salary.
She has no power over you and this at the level of earth, what she has are prayers and a mother’s tears and at knee city she uses them. She says psalms for him, she reads
She carried him like the poor psalms for you, she weeps for his soul, her eyewater covers carry hope, hope you get a break or a visa, hope one child you. go through and remember
She is throwing a partner you. He had no father. The with Judas Iscariot’s mother, man she made him with had the thief on the left-hand side more like him, he was fairof the cross, his mother is the minded, he treated all his banker; her draw, though, is children with equal and first and last for she still unbiased indifference. throwing two hands as mother
She raise him twice, once as and father. She is prepared, she is done. Absalom. mother then as father, set no ceiling on what he could be – doctor, earth healer, pilot take wings. But now he tells her he is working for you, that you value him so much you give him one whole submachine gun for him alone.
He says you are like a father to him; she is wondering what kind of father would give a son hot and exploding death, when he asks him for bread. She went downtown and bought three and one-third yards of black
16
BERYL CLARKE
Contributor
HIS IS a sentiment that I hope you will remember as you prepare for external exams this year. In this week’s lesson we are going discuss the poem
The Woman Speaks to the Man who has Employed her
Son, which was written by Jamaican Lorna Goodison.
She has written several books of poetry and her focus is rooted in her homeland. I would like you to find out all you can about this remarkable writer.
T
The subject matter of this poem is very topical, so much so that one who is meeting it for the first time could be forgiven for thinking that it was written only last week. I am confident that your study group will have many fruitful discussions on this one. Please do me the favour of reading it to or with your parents or guardians or older relatives. Why? My intention is for you to find out how the writer’s words make them feel.
Try to focus on their reactions and then do what you can to find out from them why they have such reactions. As you read this poem, too, think of how you feel and identify why you do so. In this way, you will be analysing Goodison’s craft.
The basic story presented here is one that is known to all Jamaicans. A woman gets pregnant for a man who is a womanizer. In the early stages of her pregnancy she suffers from morning sickness. When her son is born, she has great dreams for him, and as a single parent she tries her best with and for him.
Unfortunately, he begins to work for someone who gives him a gun. The mother clearly sees the outcome of her son’s ‘profession’ and accepts his inevitable end.
It is easier to keep up than to catch up.
Is this all? What is it that makes this poem so special? Let’s start at the beginning again. We are introduced to the mother, not as a single entity but as a woman who is with child.
We learn that it is the changes in her body that cause her to realise her condition.
She starts to feel uncomfortable, having morning sickness and experiencing mood swings. Notice how our speaker tells us about the conclusion she comes to: ‘that she was not alone in her body’ and of her statement of acceptance in:
“She carried him full term tight up under heart”
Do you recognise the emotional bond that these
YOUTHLINK MAGAZINE | NOVEMBER 13-19, 2012
words reveal? Up to this point, we do not know whether she has a husband who is overjoyed at this development or not, but we know that she has formed a bond with her unborn child. Are you wondering why the speaker says that ‘she carried him full term’? Is this because he/she wants us to understand that the idea of an abortion never entered the mother’s mind or to let us know that she had a healthy pregnancy? Contemplation time! We still have some persons who believe that children are ‘old-age pension’. Do you know what I mean? If you don’t, inquire of an older person then ask yourself whether this could have been a consideration of the mother. Is there anything in the poem that could possibly lead one to such a conclusion? We are told that much hope rested on the child. It is after this that we are introduced to another feature of Jamaican social life. The man with whom she made him is not seen as a father, but as a promiscuous sperm donor who does not take care of any of his children. There is a literary device used in this verse. I hope that you recognise it and the purpose that it serves. Do make a note of it right there in the text!
The third stanza deals with the fact that she had to be both mother and father to her son, a situation that is all too familiar to us as Jamaicans. What are these words telling us? That she took full responsibility for his upbringing, not shirking anything with the excuse that
“him no have no fada”. She set his horizons high and wide, thinking that he could achieve any wonderful goal. Consider the professional choices she has in mind for her fatherless boy! In her estimation, he could have been a doctor – thereby caring for others even as he became financially independent – or an environmentalist – caring for the Earth and being financially well off; even a pilot. You need to reflect on the significance of this last choice. We will return to it later. Suddenly, there is an unexpected change in the events and the tone of the poem. We will, therefore, take a break and pick up at this point in next week’s
‘class’.
Make sure to read this poem several times. If there is any word or expression with which you are not familiar, please get clarification. Take care and God bless!
Beryl Clarke is an independent contributor. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
Characteristics of social groups yl:social studies
MAUREEN CAMPBELL
Contributor
OBJECTIVES:
1. Explain and use correctly terms associated with social groups and institutions: voluntary and involuntary membership, culture, institution, social control, folkways, norms, mores and laws
2. Give examples of formal and informal groups found in the Caribbean
3. Outline the characteristics of formal and informal groups
A good organisation should have a combination of both the formal and the informal. (P.J. Phillip)
CONCEPTS
CULTURE:
This is the combined characteristics of a particular group; their beliefs, behaviours, objects used and other things common to the members of a particular group or society. It may be further defined by everything from language, religion, cuisine, social habits, music and art. In the Caribbean, the culture is influenced by the many groups of people that now make up the population of the countries, creating cultural diversity.
VOLUNTARY MEMBERSHIP:
These are groups formed by choice to fulfill or provide some service in the community or to try to support a worthy cause. The Red Cross is a very good example; also the Kiwanis Club.
INVOLUNTARY MEMBERSHIP:
Those in this group are forced to become members; they have no other alternative. Example includes military enlistment between certain ages.
CATEGORISING GROUPS ACCORDING TO STRUCTURE
FORMAL AND INFORMAL GROUPS
Formal groups: These are organised, hierarchical groups where structure and roles are defined. They can be further described as the deliberate and systematic grouping of people so that goals are better achieved. Informal groups: These often emerge from formal groups but may also emerge between neighbours, friends. Informal groups are the natural and spontaneous grouping of people whenever they work together over a period of time.
INSTITUTION:
A custom, practice, relationship or behavioural pattern of importance in the life of a community or society. Examples are the institutions of marriage and the family. It is also an established organisation or foundation, especially one dedicated to education, public service or culture.
SOCIAL CONTROL:
This is the enforcement of the rules and standards of society that restrict individual action through the inculcation of predictable sanctions or the imposition of formalised means by law or by social pressure.
FOLKWAYS:
These are referred to as ‘customs’. They are standards of behaviour that are socially approved but not morally significant. They are norms for everyday behaviour that people follow for the sake of tradition or convenience. Breaking a folkway does not usually have serious consequences. Cultural forms of dress or food habits are examples of folkways.
oragnisation
NORMS:
These are the specific cultural expectations for how to behave in a given situation. They are the agreedupon expectations and rules by which the members of a culture behave. Norms vary from culture to culture, as some things that are considered norms in one culture may not be in another.
MORES:
Examples of formal groups: sports teams, scout teams, schools, churches, the police force, trade unions, etc.
Informal groups: boys on a block, a group playing dominoes, kite-flying children.
CHARACTERISTICS OF GROUPS
These are strict norms that control moral and ethical behaviour. Mores are norms based on definitions of right and wrong. Unlike folkways, mores are morally significant. People feel strongly about them and violating them typically results in disapproval.
LAWS:
These are norms that are formally written down and enforced by an official law- enforcement agency.
Driving while drunk, theft, murder and trespassing are all examples of laws in Caribbean. If violated, the person violating the law pays a fine or goes to jail.
SOURCE
Social Studies Essentials (New Edition) - Mervyn Sandy and Stephenson Grayson
ACTIVITIES
1. Explain three differences between formal and informal groups.
2. State two reasons laws are necessary in a society.
3. Identify three folkways and two norms in your society.
4. How does society usually punish those who break folkways in your society?
Maureen Campbell teaches at St Hugh’s High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
YOUTHLINK MAGAZINE | NOVEMBER 13-19, 2012
17
Trading, profit
& loss accounts yl:principles of business
ROXANNE WRIGHT
Contributor
Format of combined trading and profit and loss account:
Campbell & James ———————Proprietors’ name
Trading, Profit & Loss Account for year ended December 31, 2011 ———Name and period
The financial statements describing the results of operating a business at the end of an accounting period are known as the final accounts. Some final accounts are:
i. Trading account ii. Profit and loss account iii. Balance sheet
The trading account is prepared for the owner(s) to see how profitably the business is being run. The result of the trading account is gross profit or gross loss, which is transferred to the profit and loss account. This is prepared to ascertain the net profit or net loss of the business.
The balance sheet is drawn up to list the assets, liabilities and capital of the business at a specific time, such as at the end of the accounting period.
The heading of the final accounts must answer three basic questions:
HOMEWORK
The trial balance below is for Clarence Charles. You are required to extract a trading and profit and loss account and balance sheet for the year ended December 31, 2011.
Clarence Charles
Trial Balance as at Dec 31, 2011
The trading and profit and loss accounts may be prepared as two separate accounts; however, they may be combined to form one account known as the trading and profit and loss account. Nearly all the information needed to draw up the trading and profit and loss account is listed in the trial balance, and when necessary other information is given in additional notes.
The trading account and profit and loss account can be drawn up using the following styles:
1. Horizontal
2. Vertical (modern style)
Below is the format of vertical style trading account:
Dr.
$
Sales
Purchases
Wages
Motor expenses
Rent and rates
Insurance
General expense
Premises
Motor vehicles
Debtors
Creditors
Cash -at-bank
Cash-in-hand
Drawings
Capital
Additional information:
Stock at the December 31, 2011 was $10,192.
To ensure that you keep on track with your study of principles of accounts, our next presentation will be the solution to last week’s homework and an introduction to Three-Column Cash Book. Please visit again next week. See you.
Below is the format of vertical style profit and loss account:
Campbell & James —————————- Proprietors’ name
Profit & Loss Account for the year ended December 31, 2011 ———Name and period
18
Roxanne Wright teaches at Immaculate Academy. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
YOUTHLINK MAGAZINE | NOVEMBER 13-19, 2012
yl:information technology
Binary representation & manipulation
NATALEE A. JOHNSON
Contributor
OOD DAY, students. This is lesson 10 in our series of information technology lessons. In this week’s lesson, I will continue to look at binary representation and manipulation.
G
Here are the answers to the practice questions which I gave you last week.
1. (a) 90 = 10110102
(b) 25 = 110012
(c) 1010002 = 40
(d) 110002 = 24
2. (a) 01012 + 00112 = 10002
(b) 01112 + 00102 = 10012
Step 4: -13 = 11110011 (two’s compliment notation)
CODING SCHEMES ASSOCIATED WITH DATA REPRESENTATION
Here are the answers to the practice questions that I had given to you in a previous lesson on BCD.
1. (a) 8897 = 1000100010010111 or 10101000100010010111
(b) -23 = 101100100011
(c) 4560 = 0100010101100000
2. (a) 000101011000 = 158
(b) 1011011100000101 = - 705
The combinations of 0’s and 1’s used to represent characters are defined by patterns, called a coding scheme. Using one type of coding scheme, the number one (1) is represented as 00110001. Two popular coding schemes are American Standard Code for Information Interchange (ASCII) and Extended Binary
Coded Decimal Interchange Code (EBCDIC). ASCII is used mainly on personal computers, while EBCDIC is used primarily on mainframe computers.
EXAMPLE 4
FINDING THE ONE’S COMPLEMENT OF A NUMBER
The one’s complement is less used than the two’s complement (which you will learn about shortly), but they are similar in nature. It just involves flipping the bits of a given number. You flip zeros to ones and ones to zeros. Ensure the number is in its positive form, whether four or eight bits, before you find the one’s complement of the number.
Given that the ASCII code for ‘k’ is 1101011, find the ASCII code for the letters ‘p’,’s’ and ‘g’.
First, determine where ‘p’ falls in the letters of the alphabet from the position of ‘k’
EXAMPLE 1
Find the one’s complement of 11 using 8-bits.
11 in binary is 1011
The eight bit representation of 11 would be 00001011
Then convert the decimal number 5 (the number of spaces from ‘k’ to ‘p’) to binary. 5 in binary is 1012
Add the binary equivalent of 5 to the ASCII representation of ‘k’ as shown below.
00001011
11110100
FINDING THE TWO’S COMPLEMENT OF A NUMBER
This is another method of representing integers. This enables subtraction to be performed by a modified form of addition, which is easier to execute in the computer.
EXAMPLE 2
If the number is positive or negative, do the following:
Step 1: Write the number in its positive sign and magnitude form
Step 2: Flip the bits (find it’s one complement)
Step 3: Add one (1) to the number obtained in step 2
Step 4: The result is the number in its two’s complement notation
We are going to use ‘k’ to determine ‘g’.
GHIJ K
‘g’ falls 4 spaces before ‘k’ which means this time we will subtract.
4 in binary is 1002
EXAMPLE 2
Find the two’s complement of -13.
Step 1: 13 in positive sign and magnitude is 00001101 (if you are not sure how I arrived at this, go back to the previous lesson when we had looked at sign and magnitude)
Step 2: 0 0 0 0 1 1 0 1
1 1 1 1 0 0 1 0 (bits flipped which is the one’s complement of -13)
Step 3: 1 1 1 1 0 0 1 0
1
+
11110011
-
We have come to the end of this lesson. See you next week, when we will continue to look at binary representation and manipulation. Remember that if you fail to prepare, you should be prepared to fail.
Natalee A. Johnson teaches at Ardenne High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
YOUTHLINK MAGAZINE | NOVEMBER 13-19, 2012
19
yl:biology
MONACIA WILLIAMS
Contributor
OW ARE you this week? I hope that you have been keeping abreast of your work and not been leaving it to pile up on you.
You need to do this in order not to feel swamped next year.
Remember, you must read everything a minimum of three times in order to understand it well. After that, go to your past papers and find questions based on the topic. Attempt to answer them and check your answers. That is not too hard to do, is it?
H
Last week, we began our study of animals’ response to stimuli. Read over that lesson now so that it will be fresh in your mind. This week, we will continue our study by looking at the experiments that were mentioned last week. Questions are often set on these, both in Paper
01 and Paper 02, so please ensure that you read the material carefully in order to learn what is required. Better yet, try these experiments on your own!
The invertebrate animals used are quite easy to find. Go to your garden and turn over a rock in a damp area and underneath it you will be sure to find a collection of woodlice. The piece of equipment used is the choice chamber. Why is this so? It is given this name because it is constructed in such a way that the animals are always presented with options, either wet and dry (high and low humidity), light and dark or hot and cold. I have included diagrams showing examples of choice chambers that you can easily construct.
General
Objective
The diagram shows a humidity choice chamber. Water can be placed below the platform to create the ‘wet’ condition in Chamber A and anhydrous calcium chloride can be placed below the platform in
Chamber B to create the ‘dry’ condition (calcium chloride has the ability to absorb water). The animals can then be placed in equal numbers on either side. Observe what happens. Based on what you have already learnt, what do you think will happen? Did you say that the animals would move over to the wet side? If you did then you are correct! Why? Think about it, where do these animals usually live?
They live in dark, damp places, so one would expect them to move to areas with similar conditions. Why do they need to live in these areas, you may ask? These animals are usually thin-skinned and moving away from dry, hot places will help them to survive since by doing this they are less likely to dry out and die.
How could you adapt the above choice chamber to investigate the effects of light and dark? Would you remove the calcium chloride? If your answer is yes, then I need to know your reason for saying yes.
Think about it, you have already established that the animals do not like dry conditions, so regardless of whether that side is dark or has light, the movement of the animals would have been already affected by the dryness of that chamber. This means that you would not be able
to rely on these results. So then, what would you need to do? You would need to replace the calcium chloride with water so both sides would have the same conditions. You would then need to keep one petri dish dark and expose the other to light. You could do this by using a small pocket light for the light side and using black cartridge paper for the dark side. Equal numbers of animals should then be placed in both chambers. Which side would you expect the majority of the animals to occupy? Again, you need to think of the animals’ normal habitat. These soft-skinned animals would tend to move away from the light because light would bring warmth and this warmth could affect their survival by causing their bodies to dry out.
This is another example of a choice chamber. In this chamber only one petri dish is used. Notice that the majority of the woodlice have moved to the wet area.
This is interesting isn’t it? Think about all the things that you have learnt that you took for granted! Next week, we will begin our study of the nervous system. See you then!
Monacia Williams teaches at Glenmuir High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
RICARDO MAKYN/
STAFF PHOTOGRAPHER
Students of Windsor
Castle All-Age School in
Portland,Tajay McDonald
(left) and Amoy Ramsay, speak with Andrew
Mahfood (second left), executive director of Food
For The Poor, Member of
Parliament for West
Portland Daryl Vaz (second right) and Ronald Jackson, director general of the
Office of Disaster
Preparedness and
Emergency Management, during the launch of the
Portland Hurricane Sandy
Relief Fund at the Terra
Nova All Suite Hotel in St
Andrew.
20
YOUTHLINK MAGAZINE | NOVEMBER 13-19, 2012
yl:english language
NATASHA THOMAS-FRANCIS
Contributor
HIS WEEK, we take a break from the grammar lessons and turn our attention to descriptive writing. This topic is tested in section three of
Paper 02 of the examination and assesses your ability to use descriptive language to produce a piece of writing which appeals to the senses. You are expected to write between 400 and 450 words and, therefore, you will need to appeal to as many senses as possible, in order to create a welldeveloped piece of writing.
T
In a nutshell, descriptive writing is aimed at getting your readers to see, hear, feel, smell and touch, through their imagination, a situation, object or person you are writing about. Your description is supposed to be a picture in words.
You ought to start with an opening sentence which paints a vivid picture in your reader’s imagination, then continue with appropriate details and lead up to an effective ending. Instead of using overused expressions such as ‘It was a lovely evening’ or ‘The sun was shining and the birds were singing’, as well as vague words, such as ‘nice’,
‘good’, ‘pretty’ or ‘ugly’, you should try to be as original as possible.
For example, instead of writing “The fire spread all over the tree”, a better description would be: The flames, as though they were a mad man, jumped on to the branches and leaves, scratching away at what was left of the vegetation.
Descriptive writing Let’s take a look at how you can turn your writing into a creative piece which is vivid, lively and interesting. INCLUDE IN YOUR DESCRIPTIONS
An account of sizes, shapes, and colours of people, places and things.
Bright colours, which normally depict happiness, or dark colours which usually create a mood of unhappiness or despair.
APPEALING TO THE OTHER SENSES
Hearing – distinguishing between sounds.
Descriptions should include varying levels of intensity. What sounds, if any, would be heard in a library? What sounds would be heard in a haunted
house? In the city? During a hurricane?
Touch - allowing readers to perceive sensations
Which objects/things could be described using these words:
J hot/scorching, cold/frosty, smooth/satiny, wet/dry, soft/tough, bumpy/level Taste and smell – these senses complement each other. For example, in describing a sumptuous meal, you should focus on the delicious aroma as well as the taste.
Taste words include sour, sweet, acidic, tart
(bitter), salty
Smell words include fragrant, aromatic, spicy
Consider the following excerpt from a passage.
Read and underline the words and phrases which paint a clear picture of the setting and events:
The town square was flush with people. Friday was payday for many, and money was flying from pockets to cash tills. Women were spending their earnings, as well as ‘the house money’ their husbands had given them. Those men who worked the fields during the week were now wearing clean clothes and were ready to celebrate the end of another working week. Alfred was here, also wearing street clothes, but wearing his trademark rubber boots, too. He was married to those boots.
A caravan of donkeys blew into town, on their way to Green Island market from home in distant St
Elizabeth. Their donkey hampers were full of highquality thyme and scallion, carrots and rope tobacco. Men and women mobbed them. The women were interested in the spices, herbs and vegetables, the men in rope tobacco. Rope tobacco?
Tobacco leaves tightly woven into a rope and cut into shreds and wadded into pipe bowls and smoked. Alfred purchased a yard.
Next week, we shall look at describing people, places and events. We shall also take a look at how you can add more life to your descriptions through the inclusion of figures of speech.
Do have a blessed week!
Natasha Thomas-Francis teaches at Glenmuir High School.
Send questions and comments to kerry-ann.hepburn@gleanerjm.com The Wolmer’s Girls YEEP Society hosted an event Friday, November 2, 2012 titled ‘Balloon Day’. The purpose of this event was to release over 250 pink helium balloons symbolising hope, faith and optimism for women diagnosed with breast cancer. This event was deemed a successful one with the hard work and determination of Abbigayle
Rambaran and Kristen Deacon, just to name a few, as over $15,000 was raised which will be donated to the Jamaica Cancer Society.
YOUTHLINK MAGAZINE | NOVEMBER 13-19, 2012
21
yl:mathematics
Factorisation of quadratic equation
CLEMENT RADCLIFFE
Contributor
S WE continue to review algebra, I wish to remind you of the following: The concepts included in algebra are fairly routine and, with effort, you all should be able to do them well.
Many areas were done in the lower forms and must be effectively revised. Algebra should be selected as one of the compulsory topics in
Section 2.
A
We will now review last week’s homework.
Solve : x + 16 = 2x
1.
4
SOLUTION
The appropriate method is to multiply both sides by 4.
4 x x + 4 x 16 = 4 x 2x
4
x + 64 = 8x
7x = 64 x = 64
7
NOTE
You may also simplify the left-hand side prior to equating both sides. You may wish to try this approach on your own.
2. Solve : 2x - 3 - x + 4 = 1
4
2
EQUATING BOTH SIDES:
3x - 10 = 1
4
3x - 10 = 4
3x = 14 or x = 14
3
3. Factorise: (a) 7x2 - 21x
SOLUTION
As the common factor is 7x
7x2 - 21x = 7x (x - 3)
(b) axy - a2y
Given the quadratic expression x2 + (b + c) x + bc, if we determine the values b and c, then the quadratic factors are (x + b)(x + c).
Using the above: x2 + 8x + 15 = (x + 5)(x +3)
If you have not realised the relationship mentioned above, then please note that:
5 + 3 = 8 (coefficient of x)
5 x 3 = 15 (The constant term)
You may use ‘trial and error’ to identify 5 and 3, the values which satisfy the relationship.
2. Factorise: 2x2 + 5x -12
Despite the coefficient of x2 being 2.
2x2 + 5x - 12 = (2x - 3)(x + 4)
SOLUTION
3x - 8y - 4xy + 6
Reorganising
3x + 6 - 8y - 4xy
Using grouping, that is, repeated common factor method:
3x + 6 - 8y - 4xy = 3(x + 2) - 4y(2 + x)
= (x + 2)(3- 4y)
Continuing the review of factorisation, we will proceed with factorisation of quadratic expressions.
SOLUTION
In this case, the method recommended above may also be used.
As the LCM of 2 and 4 is 4, simplify the left-hand side :
2x - 3 - x + 4
4
2
of x, bc which is the constant term, and b and c which are the values in the brackets on the left- hand side? This relationship and the ‘trial and error’ play an important role in this method.
EXAMPLES
1. Factorise x2 + 8x + 15
This method is based on the principle that
(x + b)(x + c) = x2 + (b + c) x + bc.
Do you see the relationship between (b + c) which is the coefficient
EXAMPLES OF METHOD OF DIFFERENCE OF TWO
SQUARES
3. Factorise: 25 - x2
This is based on the fact that a2 - b2 = (a - b)(a + b). The critical problem is, therefore, to find the square root of each term.
As √25 = 5 and √x2 = x
25 - x2 = (5 - x)(5 + x).
We will try another example.
4. Factorise: 9x2 - 16
By using the method of difference of two squares, you can show that since √9x2 = 3x and √16 = 4, then
9x2 - 16 = (3x - 4)(3x + 4).
5. Factorise: 1 - (x + 2)2
Based on the above the factors are :
(1 + ( x +2))(1 - ( x + 2)) = (1 + x + 2)(1 - x - 2)
Answer: ( 3 + x)( - 1 - x )
Remember to check your answers by expanding the factors and ensuring that the product is the same as the given expression.
It is important that you review the various methods of factorising a given expression. Given the expression: 6a + 16b + 8ab + 12.
We use the grouping method.
6a + 16b + 8ab + 12 = 6a + 12 + 8ab + 16b
3(2a + 4) + 4b(2a + 4) = (2a + 4)(3 + 4b)
Answer: (2a + 4)(3 + 4b)
Now, please attempt the following for homework.
Factorise:
(e) 3x -8y - 4xy + 6
(a) x2 + 7x + 12
(f) x2 - y2 - 4x + 4y
(b) x2 - 4x - 21
(g) 9a2 - b2
(c) 3x2 - 7x -6
2
(d) 2x + 5x -12
(h) 36x2 -1
The Rekaka Drummers performing a cultural item at the Annual Youth Forum hosted by the National Child Month
Committee on November 2.
22
YOUTHLINK MAGAZINE | NOVEMBER 13-19, 2012
Clement Radcliffe is an independent contributor. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
