Fighting for freedom

PLEASE SEE LESSON ON PAGE 12
YOUTHLINK MAGAZINE | JANUARY 17-23, 2012 11

DEBBION HYMAN
Contributor

Major slave revolts

yl:History

OBJECTIVES At the end of the lesson, students should be able to: a) Identify the key figures in the Berbice (1763), Barbados (1816), Demerara (1823) and Jamaica (1831) revolts. b) Explain the causes of any three major slave revolts. c) Describe the nature and consequences of any three major slave revolts.

BERBICE 1763
CAUSES a) Inhumane treatment by white personnel (such as managers, overseers, bookkeepers) of the enslaved population. b) Inadequate provisions for daily existences supplied on the estates – the enslaved population had meagre rations and whenever there were shortages they would be adversely affected. NATURE & CONSEQUENCES a) The revolt began on Plantation Magdalenburg on the Conje River on February 23, 1763. b) By March 1763, the revolt had spread to the Berbice River. The enslaved peoples were able to capture several plantations along the river and Coffy played an instrumental role in this area. c) Coffy committed suicide in May 1763 – the fight for freedom, however, still continued. d) The colony was controlled by blacks for 10 months, showing the active thrust by blacks to end the system of chattel slavery.

John and St George. b) By April 15, 1816 there was the declaration of martial law - Bussa was killed during the fighting. More than 170 slaves were killed and more than 200 were excuted; another 100 enslaved peoples were exiled to Sierra Leone. c) There was severe damage to the sugar industry as over 20 per cent of the country’s sugar crop was destroyed.

estate in St James, it escalated into an open revolt. Spread to several parishes such as Trelawny, Hanover, Westmoreland and St Elizabeth. b) Last major revolt in British Caribbean before emancipation; 100 slaves executed, including Sharpe; 100 flogged. Several Baptist and Moravian missionaries persecuted as well as their churches/chapels destroyed.

DEMERARA 1823
CAUSES a) Revolt began because of a rumour that the king had sent a ‘free paper’ but that the governor would not issue it. NATURE & CONSEQUENCES a) Began as a non-violent affair as slaves sought to ascertain accuracy of claims of a ‘free paper’ being sent and refused to return to work. Unrest began at this juncture. b) More than 100 slaves were killed during the fighting; several others were executed after court martials.

ACTIVITY Instruction: Answer the following questions: 1. ‘No one opposed slavery more than the slaves themselves.’ Discuss the arguments for and against this opinion.
2. a) In what year did the Berbice Rebellion occur? b) Who was the leader of this rebellion? c) State two causes of the Berbice Rebellion. 3. List two causes of the Barbados Revolt? 4. Provide a brief character sketch on Samuel Sharpe. 5. Discuss two effects the major slave revolts had on the emancipation process.

BARBADOS 1816
CAUSES a) The belief by the enslaved population that emancipation was being withheld. b) The failure of Barbadian planters to accept the Slave Registration Bill. c) The activities of nonconformist missionaries among the enslaved population. NATURE & CONSEQUENCES a) April 14, 1816 witnessed the start of the revolt by Bussa and Jackey. The revolt then quickly spread to areas such as St Philip, St
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JAMAICA 1831
CAUSES a) Belief by the enslaved population that their freedom was being withheld. Slaves believed that their ‘free paper’ had come from England but that their masters were holding them in bondage. b) The activities of nonconformist missionaries among the enslaved population. NATURE & CONSEQUENCES a) Began as a general strike, but with quick capture of Kensington
YOUTHLINK MAGAZINE | JANUARY 17-23, 2012

SOURCES 1. Liberties Lost: Caribbean Indigenous Societies and Slave Systems – Hilary Beckles & Verene Shepherd 2. Caribbean Story, Bk 1 – William Claypole & John Robottom 3. Caribbean Revision History for CXC – Peter Ashdown & Francis Humphreys
Debbion Hyman teaches at St Hugh’s High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

Description of drainage
MARJORIE HENRY
Contributor

yl:Geography

that represents the rivers. A small stream is shown by a single blue line, while a larger one is shown by two blue lines enclosing blue shading. The small stream can be described as ‘narrow’.

(D) WHAT TYPE OF STREAMS ARE THEY?
The blue lines representing the streams can either be solid or detached lines. The solid lines indicate that the rivers are perennial, that is, water is in the channel all through the year. In contrast, the detached lines

REETINGS TO you all, my young readers! I trust that you are getting along well with your studies, especially since your external examinations are inching closer and closer. For several weeks now I have been reviewing some practical skills you are required to have in preparation for the examinations. Those I did were - stating directions both by using the compass points and bearings; measurements; grid references both four-figure and six-figure; gradients; cross section and the use of contours to identify landforms. I will end these series of lessons with descriptions. In reference to the syllabus, it is stated in the specific objective 1.8 that you should be able to:

G

Describe the following: drainage, vegetation, land use, settlement and communications. This week I will begin with the description of drainage. On the ordnance survey maps, for example, the one you are given to use in the examination, drainage is represented in blue. Get a hold of any available ordnance map extract and read what is written in the legend or key with regard to how drainage is shown on it. For example, you may see single blue lines representing watercourses; enclosed blue lines with the enclosed area also shaded in blue, representing ponds or lakes; swamps, dams, wells and springs are also shown. It is important that you observe carefully what is included in the legend in order for you to interpret the map correctly. In describing the drainage, here are some questions you should ask, the answers for which will help you to focus on the details needed for a proper answer.

indicate that the streams are seasonal, flowing only sometimes during periods of heavy rainfall. Here is a small section of a map of Antigua showing seasonal streams. The detached blue lines are evident throughout. In discussing the type of streams you could also indicate if the streams disappear. Study the map carefully to see whether the streams flow to the sea or other water bodies. Where they do not and appear to be somewhat ‘isolated’, these suggest that the streams disappear. Disappearing streams also inform you about the nature of the rock. They are typical of limestone rocks.

(A) HOW MANY RIVERS ARE THERE?
This requires relative terms, namely, many or few. You could write, for example, ‘There are many rivers in the north of the map but few in the south.’ You could also state – ‘The northern section of the map is welldrained. Many rivers are found in that area.’

(E) WHAT IS THEIR RELATIVE SPEED?
You are trying to determine if the rivers are fast or slow flowing. This can be judged by the contour spacing. As indicated in an earlier lesson, when the contours are closely spaced, a steep slope is present. In contrast, when the contours are widely spaced, a gentle slope is present. A river flowing over a steep slope is usually fast flowing while one over a gentle slope is slow flowing. A fall in height from one contour to another can also guide you to determine the speed of the river.

(B) ARE THERE AREAS OF POOR DRAINAGE?
Look for areas of swamp on the map. Again, the legend will guide you. State the location of the swamp using the grid lines.

(F) ARE THEY STRAIGHT OR MEANDERING?
For this, simply study the map to see how the blue lines are drawn. Are they relatively straight lines or are they twisting and turning? There is some relationship between this and the relief of the land as meandering streams are usually found in low-lying areas and relatively straight streams in highland areas on steep slopes. The discussion on the description of drainage will continue in the next lesson.

(C) HOW WIDE ARE THE RIVERS?
It is not mandatory that you do any measurement. This can be determined by the width of the blue line

YOUTHLINK MAGAZINE | JANUARY 17-23, 2012

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CLEMENT RADCLIFFE
Contributor

W

E COMPLETED last week the review of algebra. Much time was spent on this and I do recommend mastery in all areas. Again, I am urging you to proceed to study with systematic and ongoing practice. Let us now continue with the review of aspects of functions and relations.

POINTS TO NOTE (With respect to the Cartesian Diagram) H Domain refers to x values H Range refers to y values. H Function is a relation in which each element in the domain (x values) is mapped on to one and only one element in the range (y values).
Function is usually denoted by the symbol f or g. If y is a function of x, then the function of x is denoted as f(x) or g(x). If y is defined such that y = 2x - 7, then this is represented as follows: y = f(x) = 2x - 7 or f : x 2x - 7 The latter means The function f such that x is mapped on to 2x - 7. The function is represented on the Cartesian Diagram by a plot of the equation y = 2x - 7. All rules related to graphs and which were indicated previously must be observed.

Functions & relations

yl:Mathematics gf(x) = g x 2 As g(x) = x - 2 gx=x-2 2 2 Simplifying, x - 2 = x - 4 2 2

gf(x) = x - 4 2 gf(4) = 4 - 4 = 0. 2 Let us attempt another example: Given that f(x) = x + 2 and g(x) = 3 , x (i) calculate f(-1) (ii) write an expression for gf(x) (iii) calculate the values of x so that f(x) = g(x).

SOLUTION (i) Since f(x) = x + 2 f(-1) = -1 + 2 = 1. f(-1) = 1
(ii) Given the values of f(x) and g(x) gf(x) = g(x + 2) gf(x) = 3 . x+2

IMAGE OF X This is the value of f(x) for a given value of x. It is found by either reading the value off the graph or by substituting into the equation. EXAMPLE Given that f(x) = 5x - 3, calculate f(-2). [f(-2) is the value of f(x) for which x = -2]. Since f(x) = 5x - 3 f(-2) = 5 x -2 - 3 = - 10 - 3 = -13. Note that -2 is substituted for x in f(x).
Now please try the following: x2, find g(-4). The function g is defined by g: x If your answer is 16, then you are correct.

NOTE In the composite function gf(x), f(x) replaces x in g(x).
(iii) Given that f(x) = g(x) x+2=3 x Simplifying by multiplying both sides by x. x x( x + 2) = x x 3 x x2 + 2x =3 x2 + 2x -3 = 0 Solve the quadratic equation using the factorisation method: (x + 3)(x - 1) = 0 x+3=0 x = - 3. OR x-1=0 x = 1. Answer: x = - 3 or x = 1.

COMPOSITE FUNCTION Given the functions f(x) and g(x), then the composite function f g(x) is the function obtained by the function g(x) being initially applied, followed by function f (x). In evaluating the composite function we determine the function g(x) which is then substituted for x in f(x). POINTS TO NOTE H It is important to note that for f g(x), g(x) replaces x in f(x), while for g f(x), then f(x) replaces x in g(x). Note the order well.
H A common error made by some students is to find the product of f(x) and g(x). Avoid this, please. This topic is fairly routine and so all students are encouraged to take full advantage of the marks allotted to this problem. In this regard, please attempt the following:

SOLUTION (i) Given that g(x) = x - 2, then g(-2) = -2 - 2 = - 4. g(-2) = - 4.
(ii) Given that f(x) = ?x, then f(-7) = -7 . 2 f(-7) = -7 2 (iii) From the definition of f(x) and g(x): fg(x) = f(x - 2) Here g(x) = x - 2 replaces x in f(x). f(x - 2) = x-2 2 fg(x) = x - 2 2 (iv) As f(x) = x f(4) = 4 = 2. 2 2 gf(4) = g(2) As g(x) = x - 2, g(2) = 2 - 2 = 0. gf(4) = 0.

HOMEWORK Given that f : x g:x
Evaluate: (i) g(-6) (ii) fg (3)

3x - 2 2x + 5

EXAMPLE Given that f(x) = 1/2x and g(x) = x - 2, calculate: (i) g(-2) (ii) f(-7) (iii) fg(x) (iv) gf(4).
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If f(x) = 2x - 1 and g(x) = ? (x + 2), calculate (i) f(3) (ii) gf(3). Enjoy your week.

ALTERNATIVELY Given the definition of f and g:
YOUTHLINK MAGAZINE | JANUARY 17-23, 2012

Clement Radcliffe is an independent contributor. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

ROXANNE WRIGHT
Contributor

Sole trader & its adjustments

yl:Principles of Accounts

BELOW IS a question that has been worked out.

QUESTION: James Laurel owns a small hotel. The following balances were taken from his books on December 31, 2010:

ADDITIONAL INFORMATION: 1. Depreciation policies: The fixtures and fittings should be depreciated at 15 per cent on cost. The motor vehicle should be depreciated at written-off value. 2. $1,500 of the total for the purchase of food and wine was in respect of food used by Laurel and his family. [>2] 3. Stock of wine at December 31, 2010 was $670. 4. Bank interest of $140 had accrued at December 31, 2010. 5. Advertising costing $450 had been paid in December 2010. This was for advertising leaflets to be published in 2011 [>3] 6. Bad debts $585 were to be written off. YOU ARE REQUIRED TO: a. Prepare the Trading and Profit & Loss Account for the year ended December 31, 2010. b. Prepare the Balance Sheet at December 31, 2010.
Before you attempt to write the answer to the question, always reason out what the question is asking for. Also, do your roughwork to arrive at the correct figures you will need to present an accurate answer.

SOLUTION Pay attention to what we have done below: REASONING WORKINGS: There is not enough space to present the solution to this question so it will be published next week. See you then.
Roxanne Wright teaches at Immaculate Academy. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

YOUTHLINK MAGAZINE | JANUARY 17-23, 2012

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Photosynthesis experiments yl:Biology MONACIA WILLIAMS
Contributor

(part 2)

W

ELL, HERE we are together once more. How are you? Good? I certainly hope so! Are you ready and anxious to begin another lesson? Didn’t I say that biology was fun? Last week we laid the foundation for the design and interpretation of photosynthesis experiments. What did we learn? We learnt that certain things must be done to ensure that we obtain results and that the results obtained are accurate. Therefore, we must: H Use aquatic plants in order to test for the end product, oxygen. H De-starch the plant/leaf before we begin the experiments. H Ensure that all the raw materials are in adequate supply, that is, none is limiting. H Realise that it is difficult to test that water is necessary for the process.

Our first experiment is carried out to show that chlorophyll is necessary for photosynthesis. The write-up for the experiment will be done in the same way that it should be written up in your lab book. Date: December 6, 2011 Topic: Photosynthesis Aim: To determine if chlorophyll is necessary for photosynthesis Apparatus/Materials: Potted plant with variegated leaves, Bunsen burner, tripod, gauze, 400-ml beaker, test tubes, test tube rack, test tube holder, forceps, white tile, tap water, iodine, dropper. Method: 1. De-starch the plant by placing it in a dark cupboard for at least 24 hours. 2. Place the plant in sunlight for a few days. 3. Remove a leaf from the plant. 4. Make an exact drawing of the leaf to the left of a sheet of blank paper. Label the drawing. 5. Put the water in the beaker and place it over the lit Bunsen burner. 6. As soon as the water boils, use the forceps to place the leaf in the boiling water. Leave it there for 30 seconds. 7. Fill a test tube with enough alcohol to cover the leaf. Place the leaf in the alcohol. You may have to roll the leaf in order to do this. 8. Put out the flame and place the test tube with the alcohol and the leaf in the hot water. 9. As soon as the green colour leaves the leaf, remove the test tube from the water bath. 10. Carefully remove the leaf from the test tube. Care is needed because the leaf is now ‘dry’ and brittle; it will tear easily. 11. Place the leaf in the hot water to soften it. 12. Remove the leaf and place it on the tile and pour on the iodine. Leave it for about 1 minute. 13. Drain off the iodine into the sink. Make a drawing of the leaf to the right of the original drawing. Label the drawing. 14. Paste your drawing under your Observations/Results title. The drawings will form your observations.

OBSERVATIONS/RESULTS: SEE DIAGRAM DISCUSSION: Photosynthesis is the process by which plants convert carbon dioxide and water in the presence of sunlight along with chlorophyll to produce glucose and oxygen. The glucose produced is converted to starch which is held in granules in the leaf. The leaf is green because it contains chloroplasts, which contain the chlorophyll. Iodine turns blue-black in the presence of starch; therefore, it is used to test if starch is present. Variegated leaves have some areas that are not green, hence these areas would not have chlorophyll. This makes it suitable to be used to show that chlorophyll is necessary for starch production.
The plant was de-starched in order to ensure that any starch present in the leaf was produced during the experiment. The leaf was plunged into hot water to kill the cells and to break down the cell walls to allow entry and exit of the different chemicals. Alcohol was used to remove the chlorophyll because chlorophyll is soluble in alcohol, hence causing the chlorophyll to be removed from the leaf and decolourising the leaf,

making it easier to see the effects to the iodine. The alcohol also removed the water from the leaf making it dry and brittle. Plunging the leaf into the water causes it to reabsorb the water that was lost, thus making it soft and pliable again. The area that was originally green had a blue- black colour after being covered with iodine solution. This meant that starch was present in the areas that had chlorophyll. The area that was originally white retained the brownish yellow colour of the iodine. This meant that there was no starch present in these areas. All of the leaf was subjected to the same conditions, the only difference being that one area was green and the other white.

CONCLUSION: The absence of starch in the non-green areas indicates that chlorophyll is necessary for photosynthesis.
NB: In this experiment the green part of the leaf formed the control experiment while the white part was the test.

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YOUTHLINK MAGAZINE | JANUARY 17-23, 2012

Program design

yl:Information Technology
J An algorithm must terminate or eventually end

THE ALGORITHMIC STRUCTURE Every algorithm should have the following sections, in the stated order: Header: Algorithm’s name or title.
Declaration: A brief description of the algorithm and variables used. That is, a statement of the purpose as well as initialization of the variables. Body: Sequence of steps. Terminator: An end statement.

THE ALGORITHMIC LANGUAGE When writing algorithms, the language gradually progresses from English towards a notation that resembles that of a programming language. An intermediate notation called pseudo-code is commonly used to express algorithms. A pseudo-code is an imitation computer program written using mathematical notations and English-like statements to describe the logics to solve a problem or carry out a procedure. The pseudo-code is used as a guide to code the solution to the problem in a high-level language. PARTS OF A PSEUDO-CODE ALGORITHM A pseudo-code algorithm contains one or more of the following statements: J Input statements J Assignment statements J Output statements J Control statements (sequence, selection, repetition) DO’S AND DON’TS WHEN WRITING PSEUDO-CODE NATALEE A. JOHNSON
Contributor

Prime Minister Portia Simpson Miller (right) takes time out to support the Shaggy and Friends concert staged to raise funds for the Bustamante Hospital for Children. Here she catches up with Scotiabank CEO Bruce Bowen and his wife Suzanne.

S

TUDENTS, THIS is lesson 18 of our series of IT lessons. In this week’s lesson we will continue to look at program design.

In the previous lesson we started looking at how problems are solved on the computer and there are certain key terms you will need to know. We have already examined the terms variable and constant. Let us now continue..

Before we continue looking at program design here are the solutions to the defining diagram questions I gave you in the previous lesson.

QUESTION 1

DATA TYPES Variables typically store values of a given type. There are several data types but we will be focusing primarily on the following data types: integers, floating point (real), characters and strings. J Integers - used to store whole numbers (whether negative or positive) for example, 2,-6, etc. J Floating point/real - used to store real or fractional numbers for example, 2.5, 3.50 etc. J Characters - any single character in the ASCII set (a single character such as a letter of the alphabet or punctuation), for example ‘A’. J String - a collection of characters such as a word, phrase or sentence, for example, Mary. ALGORITHMS An algorithm is a sequence of precise instructions for solving a problem in a finite amount of time. The properties of an algorithm are: J It must be precise (exact) J It must be unambiguous (in other words it must be clear) J It must give the correct solution in all cases
YOUTHLINK MAGAZINE | JANUARY 17-23, 2012

You should do the following: J Use the assignment symbol (?) in assignment statements instead of the equal sign. J Use the equal sign for conditional statements (if statements). J Use meaningful variable names. J Use indentation to show the logic and scope of control structures. J Insert comments to clarify meaning of blocks of code. You should not do the following: J Use language-specific constructs such as case, switch statements or for loops in the pseudo-code. Constructs such as ‘while’, ‘repeat’ and ‘if-then-else’ are sufficiently general and can, therefore, be used in the pseudo-code. Keywords such as readln, writeln, printf, scanf should not be used. These are used for highlevel languages. J Attempt to write Pascal code before writing the algorithm. That is, do not execute the program first and then try to write the algorithm afterwards, based on the program code. This is a very bad practice and is essentially a waste of time. We have come to the end of this lesson. See you next week when will continue to look at pseudo-code algorithms. Remember, if you fail to prepare, prepare to fail.
Natalee A. Johnson teaches at Ardenne High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

QUESTION 2

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YVONNE HARVEY
Contributor

I, STUDENTS. It is always great to share with you again. We are going to be looking at the effects (positive and negative) of growth of a business. This will be our task for the next two to three weeks.

H

As firms grow or expand they are able to reap advantages or economies of scale. If they expand beyond their best size or their optimum size, they begin to reap disadvantages or diseconomies of scale. Our task today is to discuss the advantages of growth of a firm that goes into large-scale production. A firm is defined as an independently administered business unit, while an industry is made up of a number of firms producing broadly similar items or items that are connected to each other. Firms and industries may be small-scale (small size) or large-scale (large size). These benefits or advantages are referred to as economies of scale and they result in reduced average costs of production as output increases. We will now focus on the internal economies of scale.

Effects of growth on a business

yl:Principles of Business materials in bulk and thereby benefit from cheaper prices through discounts. d) Larger firms are better able to handle and pay for extensive advertising campaigns. The successful result of such campaigns will be increased demand and greater brand loyalty, both of which will benefit the firm and more than cover the cost of advertising.

FINANCIAL ECONOMIES Larger firms have greater capital assets, therefore it is cheaper and easier to access loans from financial institutions that see them as safer borrowers. They are seen as less likely to become bankrupt and unable to repay their loans, thus banks may actually compete for their accounts. RESEARCH AND DEVELOPMENT ECONOMIES As the firm expands, it becomes better able to afford the highly technical and expensive equipment needed for in-depth experiments. It is also able to afford to employ the services of highly skilled and qualified persons who can develop new methods of production and save on the costs of production. For example, they may develop a new production technique which uses simpler or cheaper raw materials. They may also develop new products which may allow them to compete more effectively with their competitors. SOCIAL ECONOMIES OF SCALE Large firms usually have good customer relations. They are able to develop such because, as they expand, they are able to afford activities that create a good impression of them in the eyes of the public. Ultimately, they will benefit from increased sales. Expansion may allow them to be able to afford to sponsor sporting events and to give prizes for competitions. They may even be able to afford housing facilities for their employees. RISK-BEARING ECONOMIES As the firm expands it will be better able to spread its risks by diversifying, that is, selling more than one type of good. The benefit or advantage is that if one product sells slowly or fails, the other products which are successful will more than cover the shortfall.
Part 2 of the lesson will discuss the external economies of scale and outline the diseconomies of large-scale production. Now it’s time for your homework. (a) Explain the term ‘economies of scale’. (2 marks) (b) Distinguish between ‘internal’ and ‘external’ economies of scale. (4 marks) (c) Describe two internal economies of scale from which a company could benefit. (4 marks) Total: 10 marks.

TYPES OR KINDS OF INTERNAL ECONOMIES OF SCALE TECHNICAL ECONOMIES OF SCALE: These are often called economies in the use of factors of production. As the scale of production increases, the firm does not have to increase the use of the factors of production to the same percentage or degree as the increase in production. Thus, there is a saving or benefit. For example, output can be increased using the same amount of labour. This is possible through division of labour, which leads to increased output. In the case of capital, machinery which before was being underutilised can now be used to its full capacity with very little or no increase in cost. MANAGERIAL ECONOMIES OF SCALE Many refer to these as administrative economies. As the firm expands its operations, it will not need to expand its administrative staff to the same degree or percentage as the expansion in its operations. In fact, the firm may find that for certain levels of expansion, it may not need to increase the amount of administrative staff at all. This is possible through division of labour and specialisation among the managerial staff. The result is increased output of the managerial staff. Managers may specialise in sales, accounting, production or
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IAN ALLEN PHOTOGRAPHER

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From left: Minister without Portfolio in the Office of the Prime Minister with responsibility for sports, Natalie Neita-Headley; president of the Jamaica Athletics Administrative Association (JAAA), Warren Blake; reigning 100 metres Olympic champion, Shelly-Ann Fraser-Pryce; former Minister of Sports Olivia Grange and GraceKennedy’s CEO, Don Wehby, engaged in conversation following the announcement of Grace Foods and Services partnership with the JAAA, as official nutrition sponsors. The announcement took place last Monday at the company’s head office, located at 73 Harbour Street.

research, for instance, eliminating ‘red tape’ and loss of time.

a) buying economies b) selling economies

MARKETING ECONOMIES This can be broken down into

c) Larger firms are able to purchase their raw

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Elements of

DRAMA

yl:English Literature

stage directions can tell about condition of clothing, their colour, length and even fit. They can inform the director and actors how the actors should walk and talk, when to laugh, when to cry, when to look happy and when not to look happy. We also get descriptions of characters as well as information about offstage incidents, like the one in which Len is flogged for his presumption in writing a love letter to Margaret.

and says things which while they move the action of the play forward, may have negative repercussions.

you hear voices. Soon you see light approaching; the source is a lantern held by a man. What would you have learnt from the director’s implementation of the stage directions? 1. That the action of the play begins at night. 2. That there is more than one actor on stage and at least one of them is a man. 3. That either there is a power cut or the area has no electric supply at all. This last would be a way of informing us that the area is either deep rural or underdeveloped or both. In such an area, therefore, it is not surprising that the villagers would gather to listen to a storyteller. This would be their source of entertainment. I want you to consider the information supplied by the tips. Just look at these. Why do we see Pa Ben dancing, see a pregnant Pearl? What do we learn from directions that tell us of Mama that ‘She drags him up’; ‘As she pushes him to the ground again’ and ‘shoves him off home’. Remember that

It is said that the plot in drama should be simple, excluding numerous characters, twists and turns and many subplots. If there is a subplot it should connect easily with the main plot. You can trace the plot through the conflicts, which do not only reveal character but help the forward movement of the play. Here we have conflict between Miss Aggy and her son, Miss Aggy and Pearl, Miss Aggy and Pa Ben, Miss Aggy and Lois; Len and his schoolmates, particularly George, and Miss Aggy and George. Finally, I would like you to do the following. Please choose one of the conflicts and trace its development through to its resolution. Include in your essay, for I want you to actually write, how and why the conflict started, between whom, how it affected those involved in it as well as others, what it led to and, finally, the outcome. When you are finished, share your work with someone else and I hope that you will benefit from his/her comments. Think about the quote at the top of the lesson. My intention is that you will be inspired by it. Reflect on it again and God bless!
Beryl Clarke is an independent contributor. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

BERYL CLARKE
Contributor

The rungs of success are not meant to be rested on but to support us until we are able to climb higher. (Borrowed) E RETURN today to the consideration of some elements of drama. Last week we looked briefly at dialogue and soliloquy. There is an element or device used in this play through which members of the audience sometimes have information that a character on the stage does not have. This helps to pull in the members of the audience and to maintain their interest, but it does more. (The interaction between the actors on one hand and the audience on the other is strong in this Trevor Rhone drama.) The character who is unaware of certain things, like Miss Aggy for instance, does

Do you know the name of this device? There are different types: verbal, attitudinal, dramatic and situational. Have you got it yet? When you do, please identify the types that occur in this work then make a note of where they are and their effect on characterisation and the themes. Let us ‘talk’ now about stage directions. These, as you know, are tips given by the playwright concerning how he or she wants the play to be put on the stage. These guidelines include the props, lighting, costumes, music, sound effects and scenery. You have probably been discussing the quantity of stage directions that are in Old Story Time. Let us briefly examine the first set. Imagine that you are in the theatre. You would have entered when the lights were on, everything was visible, then the lights are turned off and in the darkness

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YOUTHLINK MAGAZINE | JANUARY 17-23, 2012

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Faraday & The sales office electroO chemical calculations yl:Chemistry HYACINTH TUGMAN
Contributor

yl:Office Administration

RGANISATIONS WHICH exist for the purpose of making a profit must generate sales so that they can dispose of goods. These goods may be purchased as raw materials or as semi-finished goods for processing, or in their finished form.

FRANCINE TAYLOR-CAMPBELL

Contributor

i.e. coulombs = amps x sec, quantity of electricity = current x time (Q = I x t)

Sales are the means of obtaining revenue especially if profit is the main purpose of the business. There must be large enough volume of sales in terms of quantity sold and dollars earned to have profit after disbursement. I will now identify some functions of the sales office:

ORGANISING PROMOTIONAL ACTIVITIES Sales promotion is designed to give a rapid sales boost to a product. Anything that promotes or encourage sales may be considered as sales promotion, for example  temporary price reduction  free gifts  free sample  special price sale

The sales department must liaise with other departments to ensure that orders are speedily processed. Sales opportunities can be lost and the firm’s survival threatened if inquiries are not answered and delivery dates are not met promptly. Copies of the sales order must be distributed to the departments which are involved in the processing of the sale.  The credit manager must be informed of the request for goods by the purchaser. It is his/her responsibility to check whether the purchaser has paid for previous orders as agreed, or in the case of new client, he/she must make enquiries about his/her credit worthiness before approving.

The sales office is responsible for giving up-to-date information on sales to the managing director of the company.

YOU SHOULD BE ABLE TO: H Define the Faraday constant H Perform calculations involving the mole POINTS TO NOTE H The Faraday (F) is the quantity of electricity needed to remove one mole of electrons from the cathode during electrolysis or to deposit one mole of electrons on the anode during electrolysis.
H The Faraday Constant is the amount of electric charge carried by one mole of electrons, that is 96,500C. During electrolysis electrons are taken from the cathode by positive ions called cations.

For example: When 2 amps flow for 1 minute, the quantity of electricity flowing (Q) Q = 2*60 = 120C

Let’s look at how the sales office deals with enquiries:

NOTE The Faraday may also be regarded as the charge on 1mole of electrons. Thus F = Le, L = Avogadro’s number e = the charge on one electron FURTHER EXAMPLES What mass of copper would be deposited during electrolysis by 0.5F? Cu2+ + 2e = Cu 2F 64g thus 0.5F = 16g Cu EXAMPLE What mass of lead, would be produced by a current of 5A, passed through molten lead bromide for 1hr? C = A x s C = 5 x 60 x 60 = 18,000C Now Pb2+(l) + 2e = Pb(1) 2F 207g 193,000C = 207g Pb 18,000C = (207/ 193,000) x 18,000 = 19.2g Pb EXAMPLE What volumes of (a)H2 (b)O2 would be liberated at R.T.P when 0.1 F is passed through dilute sulphuric acid? + 4H + 4e- = 2H2 4OH = 2H2O + O2 + 4eCalculate the volume of H2, for + example, 2H + 2e = H2 2F 1mole = 24 dm3 at R.T.P Thus 0.1F = (24/2) x 0.1 dm3 = 1.2 dm3 H2 at R.T.P and volume of O2 = 0.6dm3 at R.T.P (from above equations)
Francine Taylor-Campbell teaches at Jamaica College. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

MAINTAINING SALES  keep records of all sales  correspond with customers  issue price list  send quotations and letters in reply to enquiries  keep an up-to-date mailing list  process customers’ orders  discuss the complaints of customers with the production department with a view to improving the product/s  inform factory or shipping department of goods required delivery date address to which goods must be sent method of transportation to be used ADVERTISING This calls the public’s attention to the good points of a product or service and induces the consumer to buy it, which can result in an increase in sales.

DEALING WITH ENQUIRIES There are important factors to be considered: Some companies add the name and address of every enquirer to their mailing list so that brochures and price lists can be sent to them periodically.
The reply to an enquiry may be a letter or a quotation on a printed form and should be:  dated  serially numbered  include all the details given on the enquiry  state a price  state the terms of sale, (cash, credit/hire purchase) and delivery terms

 The despatch/shipping department must ensure that the goods are properly packaged and delivered on time.  The accounting department must ensure that bills and invoices sent out are accurate. A reliable sales clerk is an asset to any business as his/her duties include –  preparing sales documents  suppling information  distributing literature, brochures, price lists  following up on orders  liaising with other departments  answering queries  maintaining mailing lists

EXAMPLE + 2H (aq)+ 2e = H2(g) Cu2+(aq)+ 2e = Cu(s) The ions are said to be discharged.
Electrons are deposited on the anode (+ve) by negative ions called anions.

RELATIONSHIPS WITH OTHER DEPARTMENTS For the success of any business all departments must work together. Let’s look now at the relationships between the sales office and other departments.

EXAMPLE 2Cl (aq)= Cl2(q) + 2e 4OH = 2H20 + 02 + 4e
Electrons may also leave from the anode if the anode dissolves.

EXAMPLE Cu = Cu2+ + 2eOne Faraday = 96,500 Coulombs, ie, 1F = 96,500 C The coulomb is the unit of electrical charge and is 1 ampere flowing for 1 second(s).
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PROCESSING THE SALES ORDER There are several stages that the sales office uses to process an order. Multiple copies of the order are prepared. Copies for the sales office and the shipping department are essential. In the office, a copy is given to the pricing clerk who enters the codes, lists prices and rates of discounts and calculates totals. The copy is given to the credit manager, who has the authority to approve and state the terms of sale. Obviously, each step in this process requires different documents. These we will discuss in our next lesson.
Continue to work hard, and see you next week.
Hyacinth Tugman teaches at Glenmuir High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

YOUTHLINK MAGAZINE | JANUARY 17-23, 2012

MAUREEN CAMPBELL
Contributor

T

HE JUDICIARY of Jamaica is separate from the other arms of government. The function is to interpret and apply the laws in particular cases and to see that justice is done among members of society. This system is based on the judiciary of the United Kingdom. The courts are organised at four levels with additional provision for appeal to the Judicial Committee of the Privy Council in London. The Court of Appeal is the highest appellate court. The Supreme Court has unlimited jurisdiction in all cases and sits as the Circuit Court to try criminal cases. The Resident Magistrate’s court in each parish hears both criminal and civil cases, excluding grave offences. The Petty Sessions are held under Justices of the Peace, with power to hear minor crimes.

Interpreting the law

yl:Social Studies interpreting and applying the Treaty of Chaguaramas, which established CARICOM; and it is intended to replace the Privy Council as a court of last appeal for the countries of the Commonwealth Caribbean.

PENALTIES In the Caribbean, any infringement of individual rights is subject to legal sanction. Also, if it is alleged that an individual has broken the law, guilt must be established in a court of law, following a designed procedure before that individual can suffer imprisonment, a fine or other penalties. WHY SENTENCING? Individuals are sentenced to: a. Punish an offender for illegal acts done. b. Deter offenders from repeating offences. c. Deter other persons from committing offences. d. Promote rehabilitation for offenders e. Protect society from offenders. THE POLICE FORCE a. They complement the work of the judiciary. b. They help to protect property and prevent crime. c. They detect and investigate crimes and bring suspects to trial. d. They apprehend and interrogate suspects and also comply criminal records of offenders. e. They monitor the flow of traffic, investigate accidents and enforce the traffic laws. f. They provide witnesses for the prosecution and protection for other witnesses. ACTIVITIES a. Draw a flow chart outlining the court system in your country. b. State three functions of the court system. c. Give three reasons why we punish people who disobey the law. d. Suggest three reasons we need or do not need to establish the Caribbean Court of Justice. e. Suggest three ways in which the police can help to reduce crime in your community. f. State two ways in which you can help the police to effectively carry out their duties.
Maureen Campbell teaches at St Hugh’s High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

COURT OF APPEAL The Court of Appeal is the highest appellate court in Jamaica. It is superior to the Supreme Court. The court is composed of a president and six other judges. The chief justice is also a judge ex-officio of the Court of Appeal but participates only when asked to do so by the president. Although the Court of Appeal is the highest court in Jamaica, its judgments may themselves be appealed to the Queen-in-Council, in which case they are heard by the Judicial Committee of the Privy Council in London. SUPREME COURT The Supreme Court has unlimited original jurisdiction in criminal and civil cases. The chief justice of the Supreme Court is the head of the judiciary. Besides the chief justice, the court is composed of the senior puisne judge and additional pusine judges, with their number established by Parliament.
The Supreme Court has a number of divisions in which a subset of the justices hears specific types of cases. The Circuit Court is the division for criminal cases holding sessions in the individual parishes. Other divisions of the Supreme Court are the Gun Court, the Commercial Court, the Revenue Court and the Family Court. In the civil division of the Supreme Court the judge

sits alone without the jury, except in cases of defamation. The Supreme Court also serves as a Constitutional Court for Jamaica.

Severe crimes such as rape, treason and murder are not tried by the Resident Magistrate’s Courts but are referred to the Supreme Court after a preliminary hearing. The Resident Magistrate’s Courts also have a number of divisions, including the Family Court, Juvenile Court, Traffic Court, Small Claims Court, Night Court, Drug Court and Gun Court (Resident Magistrate’s Division).

PETTY SESSIONS The Petty Sessions hear minor criminal matters such as resisting arrest. Justices of the Peace serve as judges in the Petty Sessions. CARIBBEAN COURT OF JUSTICE In 2001, Jamaica signed the agreement establishing the Caribbean Court of Justice. The court has a dual role: it has original jurisdiction and functions as an international court in

RESIDENT MAGISTRATE’S COURTS Each parish has a Resident Magistrate’s Court with power to hear civil and criminal matters. The jurisdiction of each court extends one mile beyond the border of its parish.

YOUTHLINK MAGAZINE | JANUARY 17-23, 2012

21

NATASHA THOMAS-FRANCIS
Contributor

H

ELLO ALL. This week I would like us to take a closer look at the device metaphor.

A writer uses metaphor when he/she compares one thing, object or person to another. It is different from the simile in that the simile says one thing is like another. The metaphor says one thing is another. The comparison is implied. Metaphors invite us to discover similarities between one thing and another. This device appeals to our five senses, our emotions and our powers of thinking. Consider the following poem titled Dreams by Langston Hughes: Hold fast to dreams For if dreams die Life is a broken-winged bird That cannot fly. Hold Fast to dreams For when dreams go Life is a barren field Frozen with snow. The poem is about what life would be like without dreams/hopes. The poet implies that when dreams die, life is both unproductive and unfruitful. He compares that kind of life to a ‘broken-winged bird/That cannot fly’ and a ‘barren field/Frozen with snow’. How effective are these metaphors? Take a look at the following metaphors. Try to identify and explain each: 1. He wormed his way through the thick vast crowd of people who were gathered for a celebration.

2. The night was a ribbon of moonlight on the sandy beach. 3. I gazed intently at the red lurid wreckage of the sunset smouldering in the west. 4. The water’s surface mirrored the palms that grew by the edge of the pond. 5. Life’s but a walking shadow, a poor player that struts and frets his hour upon the stage. Now let us look at the following poem. How many metaphors can you identify? Silver Wedding (by Vernon Scannell) The party is over and I sit among The flotsam that its passing leaves, The dirty glasses and fag-ends: Outside, a black wind grieves. Two decades and a half of marriage; It does not really seem as long, And yet I find I have scant knowledge Of youth’s ebullient song. David, my son, my loved rival, And Julia, my tapering daughter,

The metaphor

yl:English Language
Now grant me one achievement only: I turn their wine to water. And Helen, partner of all these years, Helen, my spouse, my sack of sighs, Reproaches me for every hurt With injured, bovine eyes. There must have been passion once, I grant, But neither she nor I could bear To have its ghost come prowling from Its dark and frowsy lair. And we, to keep our nuptials warm, Still wage sporadic, fire-side war; Numb with insult each yet strives To scratch the other raw. Twenty-five years we’ve now survived; I’m not sure either why or how As I sit a wreath of quarrels set On my tired and balding brow. *flotsam (line 2) - wreckage found floating *fag-ends (line 3) - cigarette buts *ebullient (line 8) - exuberant, high-spirited The persona in this poem is quite dissatisfied with his marriage; he seems to be merely enduring it. Even though the poem begins with reference to a silver wedding anniversary celebration, there are several images of death, signifying the end of his relationship with his wife. I have provided an explanation for four of the metaphors in the poem: 1. The party is over and I sit among/The flotsam that its passing leaves (lines 1-2) H The ‘flotsam’ refers to the garbage (dirty glasses, cigarette butts) that has been left after the anniversary celebration. 2. And yet I find I have scant knowledge/Of youth’s ebullient song (lines 7-8) H ‘Youth’s ebullient song’ refers to the happy times the couple shared in the early stages of their marriage. 3. I turn their wine to water (line 12) H This is an example of biblical allusion: when Jesus turned the water into wine at a wedding, which made the guests happy. This line suggests, however, that the persona makes his children feel miserable, as the opposite occurs in his relationship with them. 4. Helen, my spouse, my sack of sighs (line 14) H The persona’s wife, Helen, has become a burden to him (a sack normally contains a load). Now, you try to explain the other metaphors found in the poem: 1. ...bovine eyes (line 16) 2. There must have been passion once.../To have its ghost come prowling from/Its dark and frowsy lair. (lines 17-20) 3. And we, to keep our nuptials warm,/Still wage sporadic, fire-side war (lines 21-22) 4. To scratch the other raw (line 24) 5. As I sit a wreath of quarrels set/On my tired and balding brow (lines 27-28) Do have a productive week! Blessings!

WINSTON SILL/FREELANCE PHOTOGRAPHER

Youth View Awards launch party, held at Terra Nova All Suite Hotel,Waterloo Road, on Wednesday, January 4.
22 YOUTHLINK MAGAZINE | JANUARY 17-23, 2012

Natasha Thomas-Francis teaches at Glenmuir High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com