CONTRIBUTED

General manager of JN Fund Managers (JNFM), Brando Hayden (seated at left) and the president of Junior Achievement Jamaica, Alphie Mullings-Aiken (seated at right), sign a
memorandum of understanding that will see JNFM supporting eight schools in JAJs Company of Entrepreneurs Programme.Witnessing the signing are (from left) Rosalie Bogle,
teacher at St Hughs High School; Deveisha Shedden, president of the St Hughs student company Swantech; Tamali Smith, president of Ardenne High Schools student company
Stycolastic; Hayley Crosdale, JNFMs assistant vice-president, sales and client services; and Orrette Muir, teacher at Ardenne High School.
YOUTHLINK MAGAZINE | JANUARY 13-19, 2015

11

yl:biology
MONACIA WILLIAMS
Contributor

ELLO STUDENTS, how was your holiday? I hope it was

good and that you were able to complete all that you set
out to do, plus get some rest. As promised, this week
we will begin a new study, respiration. It will take us through
the next couple of weeks.

Let us begin. Respiration is often confused with breathing.

Remember now, respiration takes place in both animals and
plants but breathing takes place only in animals. Breathing is a
physical process, while respiration is a chemical process.
Later, we will take a closer look at breathing. We will begin
with the definition.

Respiration
diphosphate and this energy is provided from the reactions of
respiration.

EQUATION FOR THE REACTION:

Respiration is the process by which the energy in food is made

available to cells to do the work necessary to keep them alive.
The process cannot occur without enzymes and since it
takes place within the cell, it is called cellular or tissue
respiration.
There are two types of respiration and they are based on
whether or not oxygen is used in the process. The types are:

1. AEROBIC RESPIRATION
This type of respiration requires the use of oxygen and is
the most common form that occurs in living organisms.

2. ANAEROBIC RESPIRATION
This type of respiration does not require oxygen and occurs
under special conditions in both plants and animals.

WE WILL LOOK FIRST AT AEROBIC RESPIRATION.

What is required for the process?

FOOD MATERIAL
Which is usually glucose. This is known as the respiratory
substrate and is the same for both aerobic and anaerobic
respiration.

OXYGEN
The respiratory gas.The fact that oxygen is used in the
reaction means that the reaction is an oxidation reaction. The
oxidation of glucose takes place in a series of complex
reactions which, guess what, you are not required to know at
this level! Each stage of the reaction is catalysed by an enzyme
and releases a certain amount of energy along with carbon
dioxide and water. The energy is stored in a high energy
phosphate molecule called ATP. This molecule, adenosine
triphosphate (ATP), is a temporary energy storage compound
which is formed from two molecules that are found in the cell.
These are adenosine diphosphate (ADP) and phosphate (P). It
requires a lot of energy to join the third phosphate to the

This means that the energy from the process is stored in the ATP
molecule and can be released from it whenever it is needed by
converting the ATP back to ADP and Pi.
This method of storing the energy provides the organism
with certain advantages. These are:
 Energy is not wasted as heat only the required amount
needs to be released.
 Because ATP is a small molecule it can diffuse into and
out of cells easily and, hence, it can go where it is needed.
 The ATP molecule breaks down readily and rapidly, so
energy is available when it is needed.
 The released energy can be used to drive the other
chemical reactions that occur within the cell.
 Energy can be stored as ATP in one cell and transported
to another.
The production of ATP takes place in the mitochondria.
Cells which are very active, i.e. do a lot of work, e.g. liver,
muscle, root and stem tips, have large numbers of
mitochondria.
Aerobic respiration not only produces energy, it also
produces:
 Carbon dioxide (CO2)
 Water (H2O)
The process can be summarised in the following equation:

IN PLANTS AND ANIMALS

INDIVIDUAL REACTIONS
In plants

In animals
Glucose

lactic acid

Next week, we will take a closer look at anaerobic

respiration and do a comparison of the two types of
respiration.
See you then!
Monacia Williams is an independent contributor. Send questions and
comments to kerry-ann.hepburn@gleanerjm.com

"

12

The energy produced in aerobic respiration is used for:

1. Mechanical work contraction of skeletal muscles, heart
muscles and gut muscles.
2. Chemical work in the liver and the kidneys, as well as
for nerve impulses.
3. Growth and repair cell division for growth of new
tissues and the repair of damaged ones.
4. Anabolism making proteins (enzymes and hormones),
carbohydrates e.g. glycogen and fats.
5. Providing heat to maintain body temperature in warmblooded animals.
Anaerobic respiration, remember, is the other type of
respiration, the one that takes place without oxygen and
produces much less energy than aerobic. It also produces end
products that differ. The end products also differ depending on
whether the organism is a plant or an animal.

YOUTHLINK MAGAZINE | JANUARY 13-19, 2015

yl:information technology

System and application software

NATALEE A. JOHNSON
Contributor

computer-related problems for which you will have to

determine their solutions.

OOD DAY, students. Happy New Year. This is lesson 16

in our series of lessons. In this weeks lesson, we will
conclude looking at system and application software and
begin a new unit.

SO WHAT DOES PROBLEM SOLVING INVOLVE?

GRAPHICAL USER INTERFACE

A graphical user
interface (GUI,
commonly
pronounced guey)
is a human
computer interface
(HCI) based upon
a graphical display.
GUIs are most
commonly found on workstations or PCs fitted with graphics
adapters able to support high-resolution graphics. GUI is a
variation of the menu-driven system of selecting commands
with the use of the mouse. This system, popularised by the
Apple Macintosh, uses a graphical user interface. This consists
of icons and pop-up and drop-down menus. A mouse is used
to click on an icon to execute some operation or select options
from a pop-up or drop-down menu.

The business dictionary defines problem solving as the

process of working through details of a problem to reach a
solution. Problem solving may include mathematical or
systematic operations and can be a measure of an individuals
critical-thinking skills.
In our everyday life we actually solve simple problems. For
example, you have a problem meeting your deadlines.

HOW WOULD YOU SOLVE THIS PROBLEM?

1. First, you need to examine the problem - determine why
you are having difficulty meeting your deadlines.
2. Determine possible solutions to the problem such as
using reminders on your phone for the deadlines you have to
meet, get your parents involved in reminding you about your
deadlines, completing the tasks you have to complete as soon
as you get them, etc.
3. The possible solutions you would then evaluate to
determine the best solution to the problem.
4. Choose the best solution to your problem.

ADVANTAGES OF GUIS
1. Its user-friendliness results in less anxiety on the part of
the user.
2. Icons/symbols are easier to recognise and provide the
user with a context.
3. Fewer command errors.
4. Reduced typing.

DISADVANTAGES OF GUIS
1. It may consume more screen space.
2. For programmers, the design of GUI is more complex.
3. Increased use of computer memory can lead to slower
processing.
We have now officially concluded the Fundamentals of
Hardware and Software unit and will begin a new unit: Problem
Solving and Program design.

PROBLEM SOLVING AND PROGRAM DESIGN

Betty Williams had quoted that, Theres no use talking about
the problem unless you talk about the solution. This notion
you will certainly apply to this unit as you will be given

3) Evaluate alternative solutions.

4) Represent the most efficient solution as an algorithm (an
algorithm may be defined as a sequence of logical steps
used to solve a problem).
5) Test the algorithm for correctness.
The implementation phase consists of the following steps:
1) Translating the algorithm into a specific programming
language.
2) Executing the program on the computer.
3) Maintaining the program.

DEFINING THE PROBLEM

Defining the problem is a way to help the programmer
understand what he or she is required to do. It involves
breaking down the problem into three key components:
1. What is given (that is, the input).
2. The expected results (that is, the output).
3. The tasks that must be performed (that is, processing).
These three components can be illustrated using what is a
called a defining diagram. Some texts may refer to this as the
Input Processing and Output (IPO) chart. The defining diagram
is a formal approach to defining a problem. The defining
diagram is a table with three columns which represent the three
components: input, processing and output.
INPUT

PROCESSING

OUTPUT

Similarly, the computer is designed to solve problems for

you, the user. How is this possible? A computer solves enduser problems by following a set of instructions given to it by
the programmer and produces the specified results.
The computer programmer creates the instructions for the
computer to follow. These instructions are referred to as
computer programs. You were introduced to the term computer
programs when we looked at software.
A computer program is a finite set of clear and specific
instructions, written in a programming language.

PROBLEM SOLVING ON THE COMPUTER

The design of any computer program involves two major
phases:
 The problem-solving phase
 The implementation phase
The problem-solving phase consists of the following steps:
1) Define the problem.
2) Find a solution to the problem.

YOUTHLINK MAGAZINE | JANUARY 13-19, 2015

We have come to the end of this lesson. See you next week,
when we will continue to look at problem solving and program
design. Remember, if you fail to prepare, you should prepare to
fail.
Natalee A. Johnson teaches at Ardenne High School. Send questions and
comments to kerry-ann.hepburn@gleanerjm.com

13

yl:english language

Poetry comprehension
MELISSA MCKENZIE
Contributor

4. What impression of the speakers state of mind is the poet

trying to create when he says: Whats that? (line 7)?

reading an extract, passage or poem, students should be able

to identify what the piece of writing is about.

APPY NEW Year, students! Just like that, 2015 is upon

us. Wow! Did you enjoy your holiday? Have you made
any New Years resolutions? I do hope that one of those
resolutions is to work even harder.

It reveals that the speakers mind is filled with great

apprehension at the thought of being discovered indulging in
this forbidden act.

MOOD

We have about four months left before the CSEC English A

examination and, leading up to that grand day, we have several
topics to cover chief among them are persuasive, descriptive
and story writing. These topics value the most marks on the
examination and so you are urged not to miss any of these
lessons and to practise as often as you get the opportunity.

5. Quote a line from the poem which shows the speakers

physical reaction to being caught?
The line is: I stand with beating heart, waiting or Without
waiting to think I dashed out.
6. Briefly explain why the speaker may not be free from
himself.

In the last lesson, I gave you CXC-type questions on a poem

titled Guilty Conscience. I hope you attempted to answer them.
Let me provide you with the expected responses to these
questions.

This is so because he will not be able to escape from his

conscience that will repeatedly remind him of his action of
smoking a forbidden cigarette.

Please note that in the actual examination you are not

expected to write the questions before responding but, for the
purposes of this lesson, I have included them.
1. Where do the main events in the poem take place?

When you compare your responses to mine, I hope they are

similar. Approaching comprehension-type questions requires
that you tap into the inferential and evaluative levels of
comprehension. Your ability to analyse is very important.

In a shed.
2. What object in the poem makes the speaker uneasy?
The door causes the speaker to feel uneasy.

Now, before we attempt another poetry question, let me

provide you with some terms with which you should be
familiar as you respond to comprehension questions. Once
you have grasped their significance, then you will enjoy the
benefits of improved responses.

TERMS
3. Comment on the poets use of the expressions: Quick as a
flash (line 8) and The door opened with a push.... searching
out the sinner (lines 14-15).
Both expressions emphasise the speakers uneasy state of
mind because it is clear that he does not want to be caught.
Quick as a flash reveals that he hastily snuffs out the cigarette
so he is not seen with it. By hiding it, he cannot be accused of
smoking. While the line [t]he door opened with a push
searching out the sinner personifies the door and further
underscores the idea that the speaker feels rather anxious and
guilty.

14

STANZA
This is a subdivision of a poem consisting of lines grouped
together. It often serves as a unit of thought (much like a
paragraph), often in recurring patterns of rhyme or line length.

WRITERS PURPOSE

This is the dominant feeling evoked by the words, images

and other literary devices. Examples: peaceful, reflective,
melancholic, cheerful, angry, etc.

TONE
This refers to the writers attitude to the subject, person or
object he is writing about. The writer usually conveys his
attitude by the use of certain words and expressions. Examples
of tone: sarcastic, angry, disgusted, disappointed, approving,
etc.

EFFECT
This is the feeling or impact that a word, phrase, situation or
piece of writing has on students.

IMPRESSION
This is the opinion students may have of a character or
situation that is being highlighted in a poem, story or play. It
may also refer to the opinion the writer wants the students to
form.

COMMENT
This requires the students to evaluate if a device has
achieved its purpose. Does it contribute to the overall meaning
of the poem/story/play? How effective is a particular device in
communicating a specific point or allowing students to
appreciate a specific part of a literary piece? You are expected
to use evaluative expressions such as: to highlight/to
emphasise/to capture/to reinforce, in casting your judgements.
Please note that the task of commenting on a particular
device or word sometimes poses a challenge to some students.
However, with practice, these challenges can be conquered.

This refers to the aim/intention of the writer. The aim may be

to persuade, inform, criticise, explain, compare, commend and
so on.

In next weeks lesson, we will work through another poetry

comprehension. In the meantime, please seek to improve your
vocabulary by reading more. You can never know enough
words and their appropriate uses.

MAIN IDEA

Melissa McKenzie teaches at Old Harbour High School. Send questions

and comments to kerry-ann.hepburn@gleanerjm.com

This is the theme in a literary work or paragraph. After

YOUTHLINK MAGAZINE | JANUARY 13-19, 2015

yl:english literature

Oh, the drama!

one who is absent from the scene at that point, or talk about
matters so that information is shared and the audiences
knowledge increases. The more conversation there is, the
more the play progresses. The aside is also used to give the
audience information.
Here are a few words closely related to drama with which
you should be familiar:

BERYL CLARKE
Contributor

Unless education promotes honesty, justice, kindness,

responsibility and respect, it is not worth providing.
ELCOME TO the new year, students. The next stop on
our literary journey is at the drama shop, so here we
go. We are going to examine a play. Before we do so,
however, we will spend a little time talking about this
particular literary genre. Plays, with the exception of closet
drama, are written to be staged. You already know that as
students of literature you have to study the written word. Do
not, however, lose sight of the fact that plays are designed or
crafted to be acted out. Each character must be brought to life
by a living, breathing actor who walks, talks in an identifiable
tone, who gestures, smiles, sneers, laughs, dances, sings,
kisses, swears and so on, as the script demands. The actors
must bring to life the characters and their ideas, hopes, fears,
failures, successes, weaknesses and achievements, as
conceived by the playwright. It is only when drama is staged,
whether in a live performance in a theatre or on film, that we
get the full measure that the writer intends us to have. So, as
you learn your text, imagine it on stage. I believe that your
teachers will have you acting out scenes from the play or plays
you are preparing for examination. You will also, no doubt,
watch the film or video of it or them, if it or they are available.
(Please get to know the work by reading from the text, not from
watching the film or video as it may not be true to the original
text on which you will be examined.)

DIALOGUE
The words which the characters say to each other.

Let us pause to consider the popularity of drama, for you

cannot help agreeing with me that there have to be good
reasons why, after centuries, people still flock to theatres and
cinemas. Think of the popularity of our local dramatic
productions. It has been said that writers write because they
want to spread their ideas, but we know that that alone cannot
account for the achievements of writers such as Shakespeare,
Derek Walcott, Trevor Rhone and Tennessee Williams. Yes,
writers do share their beliefs, but they entertain too, dont they?
The methods they use are often fascinating.
Remember now that a play, which is written in acts and
scenes, is meant to be acted. It must be brought to life, not just
through the imagination of a reader but through the verbal
delivery and actions of actors and actresses on a stage. It must
be performed in front of an audience. The actors take on the
parts or roles of characters and tell the story through their

SOLILOQUY
A long speech made by a character while he/she is alone
on the stage in which he/she reveals his/her private thoughts.

ASIDES
Words said by actors to the audience which are only heard
(supposedly) by the audience. The others on the stage at that
time have to pretend that they do not hear.

STAGE DIRECTIONS
Information given by the playwright about the time of day or
night; pieces of furniture and how they are placed on stage;
lighting; music; the way the performers dress, how they move,
how they speak softly, harshly, haltingly, etc; sounds that
intrude, type of weather, and so on.

DRAMATIC IRONY

Oracabessa High School student Brittany Murphy

receives a certificate of participation from MP for
Western St Mary, Jolyan Silvera, after winning the
Miss Boscobel 2014 Beauty Competition.

Occurs when the audience knows more about a situation

than some of the characters in the play. It is usually created by
a soliloquy in which a character tells of his plans and outlook
on a given matter. This character may then say or do
something in front of the other characters which has a
significance that only the audience fully understands.

PROTAGONIST
actions, interactions and speech/talking/dialogue. Drama or
plays are written in prose, for the most part, but poetry is
sometimes used. If you are studying a Shakespeare play, and I
hope you are doing so or will do so, then you will know what I
mean.
Works of drama (when staged) do not have narrators (as
was done in earlier plays) to tell the audience what is going to
happen, what a character is thinking or feeling or what
occurred before the play started. Dramatists no longer use the
chorus to comment on the action of the play. The playwright
has to find other methods to do this. One way is to have a
character speak of his private feelings, ideas and plans while
he is alone on the stage. Another is to have characters discuss

YOUTHLINK MAGAZINE | JANUARY 13-19, 2015

The character who plays the major or central role and who is
usually good.

ANTAGONIST
The character who is opposed to the protagonist and who is
usually evil.
You have the right to an education, but that right is
valueless unless you seize the opportunity to utilise it. I am
suggesting that you make excellent use of it!
God bless!
Beryl Clarke is an independent contributor. Send questions and comments
to kerry-ann.hepburn@gleanerjm.com

15

yl:social studies

Does government = civilization?

MAUREEN CAMPBELL
Contributor

HE WORD government is derived from the Latin verb

gubernare, an infinitive meaning to govern or to
manage. The most important political institution in our
country is our government.

We hold these Truths to be self-evident, that all Men are

created equal, that they are endowed by their Creator with
certain unalienable Rights, that among these are Life, Liberty,
and the Pursuit of Happiness That to secure these Rights,
Governments are instituted among Men...
Thomas Jefferson, The Declaration of Independence
A government is an organisation in a specific geographic
location. The main purpose of government is to protect the
individual rights of its citizens. Since rights can be assaulted
both within a country and outside, the government must deal
with either threat.
The government is responsible for the actions and the
decision-making in the ruling of a country.

GOVERNMENT HAS VARIOUS FUNCTIONS

1. Foreign relations/foreign affairs, dealing with the
governments of other countries diplomacy and defence.
2. Ensuring the provision of services such as education,
health care and welfare. This also includes research and
development, job training, unemployment opportunities and
more.
3. Safeguarding and ensuring the protection and regulation
of the sustainable use of natural resources.
4. Enforce and regulate fair and responsible business
practices. Included in this is monitoring monetary policy;
giving consumer protection and regulating banking practices,
subsidies and financial assistance; promoting economic
prosperity.
5. Creating and maintaining law and order and
administering justice. This includes determining and enforcing
civil laws of property and conduct. This includes the freedoms
of the press, religion and rights of property.
6. Managing the countrys finances, including the budget,
also raising revenue from direct or indirect taxes and duties to
fund public expenditure.

FORMS OF GOVERNMENT
The government is responsible for:
 The political direction.
 Control exercised over the actions of the members,
citizens, or inhabitants of communities, societies.
 The direction of the affairs of a community and a country.
In may be concluded that government refers to all the
legislators, administrators, and arbitrators in the administrative
bureaucracy who control a country at a given time, and to the
system of government by which they are organised.
Government is the means by which state policy is enforced, as
well as the mechanism for determining the policy of the state.
 Government therefore ensures/keeps order and prevents
the country from going into a state of anarchy, when there is
no government, and people survive on their own mostly in a
state of chaos.
 Government creates laws, which keeps us safe. What
would happen if people could do basically whatever they want?
In the Caribbean, we are so fortunate to have a government that
enables/gives us rights. However, some governments such as
totalitarian and dictatorial governments can be bad and unfair.
 But overall, a good government keeps order and
maintains justice.

16

DEMOCRATIC GOVERNMENT
Democracy - a form of government in which the supreme
power is retained by the people, but which is usually exercised
indirectly through a system of representation and delegated
authority periodically renewed.
Most Caribbean countries have a democratic system of
government. In Jamaica and the other Caribbean countries,
representative democracy is the system used. In a democracy
there is more than one political party and free and fair
elections are conducted in which the electorate/voters have a
choice of candidates who represent them in the Parliament or
Legislature. There is freedom of the press, decentralization of
power, separation of power, interest groups and pressure
groups are usually present. After a certain number of years
parliament is dissolved and Members of Parliament have to be
re-elected for the position.

CROWN COLONY GOVERNMENT

A British colony in which the government in London has
some control of legislation, usually administered by an
appointed governor.

YOUTHLINK MAGAZINE | JANUARY 13-19, 2015

The Crown Colony system of government replaced

representative government throughout the British Caribbean.
Under this system, countries were ruled directly from Britain
through a governor. It is a British colony in which the Crown
has the entire control of legislation and administration, as
distinguished from one having a constitution and
representative government. One such example is Montserrat.

CONSTITUTIONAL MONARCHY
Constitutional monarchy a system of government in which
a monarch head of the state and the principles of government
is guided by a constitution whereby rights, duties, and
responsibilities are spelled out in written law. Most Caribbean
countries which have gained independence, which did not
become republics, owe allegiance to the British monarch, that
is they continue to recognise the Queen as head of state with a
governor general as her representative. The country is
governed by a constitution, which sets out the way in which a
country is to be governed. The Queen is not involved in the
day-to-day government of the country, nor does she takes part
in its politics.

REPUBLICANISM
A literal democracy is impossible in a political system
containing more than a few people. All democracies are really
republics. In a republic, the people elect representatives to
make and enforce laws.
Countries in the Caribbean which have decided not to keep
their allegiance to the Queen have become republics. Guyana,
Trinidad and Tobago, and Dominica became republics upon
gaining independence. They are all still members of the
Commonwealth. Their head of state is a president and not a
governor general.

LEADERSHIP STYLES IN GOVERNMENT

Authoritarian a form of government in which state
authority is imposed onto many aspects of citizens lives.
Democratic a form of government in which the supreme
power is retained by the people, but which is usually exercised
indirectly through a system of representation and delegated
authority periodically renewed.
Laissez-faire Laissez-faire is French and literally means
let them do, but it broadly implies let it be, let them do as
they will, or leave it alone.
Maureen Campbell teaches at St Hugh High. Send questions and
comments to kerry-ann.hepburn@gleanerjm.com

yl:history

Slave resistance
DEBBION HYMAN
Contributor

AT THE end of the lesson, you should be able to:

1. Identify three forms of control used against enslaved
Africans.
2. For each form identified, provide two examples of
measures employed against enslaved Africans.
3. Explain two insurrectionary and two non-insurrectionary
methods of slave resistance.
Several measures were instituted by colonial assemblies
and individual planters to subdue their respective slave
populations. Such methods included legal controls (laws),
economic controls, social controls and psychological
controls.

LEGAL CONTROL LAWS

A) BRITISH LAWS
The British colonies had no legal English code and, as a
result, individual colonies created their own laws. Enslaved
Africans were seen as property; they could not leave the estate
without permission or being accompanied by a white person.
They were not allowed to congregate in large numbers
because this would suggest unity, which could possibly lead
to revolt. Laws had also forbidden the beating of drums, the
blowing of horns and the carrying of weapons. Reading and
writing and slave marriages were also forbidden. Enslaved
persons were not allowed to rent houses or land or buy liquor
without the masters consent. Obeah and group meetings
carried the death penalty. As well, manumissions were
discouraged.

B) FRENCH LAWS
French laws that governed how slaves should be treated
were called Code Noir (Black Code) and these were drawn up
in France. The articles in the code ordered baptism and
Christian principles. Enslaved Africans could marry with their
masters consent. Planters were to provide food and clothing
for slaves and to provide care for the elderly and disabled.
Enslaved peoples could appeal to legal offices known as
procureur-gnral (attorney-general) to complain against illtreatment and neglect but, at the same time, the code stated
that the slaves could be punished by means of flogging,

branding, mutilation and execution for theft, assault and

attempts to escape.

C) SPANISH LAWS
The Las Siete Partidas governed the treatment of enslaved
Africans. The laws outlined that enslaved peoples should not
be overworked, starved or unlawfully punished by their master.
They also had the right to buy their freedom, to marry and
appeal to the court against illegal treatment. As well, masters
were obliged to provide the basic amenities for his slaves.

ECONOMIC CONTROL
a) There was severe limitation on free time for the enslaved
as free time was equated to loss of production time on the
estate. As a result, a structure of economic dependence was
created whereby enslaved Africans relied, to a great extent, on
the planter for their basic amenities. Though there was the
development of an internal marketing system by the enslaved
population, the planters instituted several measures that
sought to limit its viability.
b) Severe restriction was placed on the ability of the
enslaved Africans to carve an economic livelihood, for
instance, growing provision crops to be sold in the market.

SOCIAL CONTROL
a) Amongst the enslaved population, a rigid social divide
was created. This resulted in an antagonistic relationship
between domestic, skilled and field slaves.
b) The domestics were entrusted with their masters
valuables and children. They were allowed to wear better
clothes; the females were allowed to wear necklaces, bracelets
and earrings. Some also learnt to cook, sew, read and write.
These slaves were loyal to their masters and were most likely
to report plans of rebellion.
c) Artisans were highly valued by their masters and were
sometimes hired out. They had also more freedom of
movement than other slaves on the plantation. The field slaves
were seen as the worse class on the sugar estate.

YOUTHLINK MAGAZINE | JANUARY 13-19, 2015

PSYCHOLOGICAL AND IDEOLOGICAL CONTROL

a) Enslaved Africans resisted the system of slavery by
running away, malingering, and rebelling.
b) Enslaved women used their bodies as weapons in
resisting slavery, they practised what was described as
gynaecological resistance.
c) The plantation society created a culture whereby the
practices of the whites were seen as superior to that of the
Africans. As a result, African cultural practices were
denigrated.

FORMS OF RESISTANCE
Resistance took the form of insurrectionary and noninsurrectionary methods.
a. Insurrectionary methods tended to be violent and caused
more damage to the plantation and the whole system of
slavery. Such methods included:
1. Murder of plantation owner(s) poisoning was one such
method used by the domestics.
2. Destruction of property damage to plantation tools and
machinery done in such a manner so as to appear accidental.
Over a prolonged period, this caused considerable cost to the
plantation in terms of repairs.
3. Rebellions.
4. Running away/maroonage.
b. Non-insurrectionary methods were a prolonged, nonviolent approach to resisting slavery. Such methods included:
1. Malingering/pretending to be ill or exaggerating any
existing ailment, or sometimes even injuring themselves.
2. Gynaecological
a) Exaggerating female complaints
b) Inducing abortion
c) Prolonging the period of gestation, sometimes opting to
breastfeed babies for as long as two years. Pretending not to
understand the language to evade working.
3. Suicide.
Debbion Hyman is an independent contributor. Send questions and
comments to kerry-ann.hepburn@gleanerjm.com

17

yl:principles of business

Human resource
development
YVONNE HARVEY
Contributor

DO hope you all enjoyed that well-deserved break. We

are now in 2015 and, for some of you, that means
exams in a few months. A lot of hard work comes
before that, though.

The focus this week is on how to improve the human

resources so that they will perform with greater efficiency
in the production process. Human resources refers to all
physical and mental ability in production; all labour and
entrepreneurial skills. Human resource development is the
process of making the quality of labour and the
entrepreneur better. This process has been described as
investment in human capital. The result of such
investment is usually increased productivity and lower
costs of production. The factors that improve labour
productivity are the same ones that improve the human
resources. The human resources can be developed in the
following ways:

1. IMPROVEMENTS IN THE LEVELS OF

EDUCATION
This will make training of the human resources easier.
Also, with improved education, employees can qualify for
higher posts that is, for promotions. With these facts in
mind, some employers allow workers time off to go and
educate themselves or to upgrade their education. During
this time, they attend classes and sit exams. Some
employers also pay for all or part of the cost of classes
and exam fees. Even in schools, the curricula have been
changed to help students leaving school to be more
productive so that they enter the job market with skills in
many areas.

2. MORE TRAINING AND RETRAINING

Workers who are properly trained will work faster and
this will benefit the organisation and the country as a
whole. Among many countries, this aspect of human
resource development is sadly lacking. Many employers

18

are, themselves, untrained and are, therefore, lax, when it

comes to training of workers. They often see it as a waste
of time and money. Retraining is training for a new or
different job in ones workplace. Persons who have been
promoted or given a different job to do often need to be
re-trained. One can also re-train in anticipation of
promotion or a new job. Re-training is also very important
for persons who have been in their particular jobs for
many years. In order to keep vibrant and learn up-to-date
ways of doing things, and in order to improve efficiency,
these persons need refresher courses.
Many CARICOM governments provide opportunities for
training workers through various agencies and institutions
of learning, for example HEART and VTDI in Jamaica.
Farmers are also given advice and trained by agricultural
extention officers in plant and animal husbandry.
In Jamaica, many community centres are used as
training facilities to help individuals to learn skills so that
they can, in turn, help themselves. In Trinidad, The
Management Development Centre is performing a very
effective role in training people to become good and
efficient managers.

3. GREATER EMPHASIS ON THE HEALTH OF

THE WORKER
A healthy worker produces more than one who is not.
Health provisions for workers may be inadequate and this
will adversely affect their performance. Workers who are
not healthy cannot be efficient. To this end, employers
often contribute towards health schemes for their workers,
allow them sick leave or even have their own doctors and
nurses at the workplace. Many places of work have sickbay facilities for their workers or they have access to first
aid in the event of minor illnesses.

ventilation, light, work space, safe surroundings, etc. If

conditions are ideal, for example, more space, air
conditioning, etc, output will increase. Also, if human
resources are to develop, there must be adequate
bathroom, restroom, canteen and recreation facilities.
Along with good ventilation, adequate lighting, enough
space to work in and safe surroundings, the worker will
develop and work more efficiently.

5. MOTIVATION
External motivation, in particular, can encourage the
human resources to improve. For example, if they are
given incentives such as bonuses, they will work harder.
Such motivation can also change negative attitudes
towards work into positive ones. Positive attitudes may
improve punctuality and eliminate absenteeism.

6. ADEQUATE AMOUNT OF AND GOOD QUALITY

CAPITAL
Workers with poor-quality machinery and equipment
will not work well. In addition, they must have the right
amount of capital to work with. Attention to these areas
will improve the productivity of the human resources.

7. GOOD MANAGEMENT
The manager who is able to organise men and materials
efficiently, and display appropriate leadership, will find
that production and productivity will rise.
For developing countries to experience growth and
development, it is essential that the human resources be
developed sufficiently.
Your task this week will be to write an outline for the
following question:
(a) (i) Define the terms resources and human
resources. (4 marks)
(ii) Give four examples of human resources. (4 marks)
(iii) What do you understand by human resource
development? (2 marks)
(b) Discuss four ways in which human resources are
developed in your country. (8 marks)
(c) What is the link between improving the human
resources and improving the productivity of labour and
the entrepreneur? (2 marks)
Total Marks: 20
Until next week, take care of yourselves.

4. IMPROVED WORKING CONDITIONS

If working conditions are poor, the human resources
will be adversely affected. Working conditions include

YOUTHLINK MAGAZINE | JANUARY 13-19, 2015

Yvonne Harvey teaches at Glenmuir High School. Send questions and

comments to kerry-ann.hepburn@gleanerjm.com

yl:office administration

Preparing for the meeting

HYACINTH TUGMAN

Most meetings involve note-taking and the preparation of a

report based on the notes. The report may be in the form of a
summary for the participants of an informal meeting or it may
be an official record of the meeting called the minutes.
Minutes of meetings are kept in an organisations permanent
files. Minutes are very important since they are often used for
future reference. When transcribing notes into minutes, keep
in mind that actions should be emphasised rather than what
each member said.

Contributor

I, STUDENTS. I hope that you had a wonderful holiday

and you are ready to put in some very productive work
by completing your SBA as well as your syllabus. I
will now continue from where I had stopped last year.

A chairperson controls every meeting. Before the

chairperson declares the meeting open, a quorum of members
must be present. This is the minimum number of people who
are required to conduct the business of the meeting, as
outlined in the regulations. If a quorum is not present, the
chairperson may wait until sufficient members arrive or
he/she may postpone the meeting. If the chairperson is
absent, the vice-chairman or deputy will chair the meeting.

An evaluation is another important follow-up task after a

meeting. It involves reviewing the meeting files and
considering the points that made the meeting successful or
points that may improve another, similar, meeting in the
future. The speaker(s), the venue or special services used for
the meeting may also be evaluated.

At any time during the meeting, the secretary is the person

who must be able to advise the chairperson on points which
may arise during discussion. On the day of the meeting, the
secretary should check the room or rooms to be used to make
sure that everything is in order. The following items should be
checked carefully:

ATMOSPHERE
The temperature of the room should be comfortable and
there should be adequate light and ventilation.

FURNISHINGS
There should be enough tables and chairs and they should
be set up so that the participants can see each other.

Briana Campbell of Manchester High School,

winner of the Airports Authority of Jamaica Art
Project in the 15-19 age category

EQUIPMENT
A check must be carefully carried out to ensure that all
necessary equipment is in the meeting room and that each
piece is working properly. The equipment may include a video
recorder, a screen, a tape recorder or a computer.

REFRESHMENTS
Typical refreshments are coffee, tea, juice and soft drinks,
along with sandwiches, fruit or light foods. The time of day of
the meeting determines the types of refreshments to be served.

SUPPLIES
Any special supplies that the participants may need should
be placed in an organised manner on the tables where the
participants will be seated. Customary supplies include pens,
pencils, paper and folders containing special material for the
meeting. Name tags are often provided with these supplies.

FOLLOW-UP TASKS
A follow-up should be conducted shortly after the meeting
has occurred. Common follow-up tasks include completing
reports and writing letters or other types of communications,
determined by what went on at the meeting.

YOUTHLINK MAGAZINE | JANUARY 13-19, 2015

I will now summarise some of what we did in this unit.

 Meetings are held primarily to conduct business, to
pass on needed information or to follow up on a particular
activity of the business.
 Meetings may be formal or informal, depending on the
purpose.
 The three basic types of meetings held in the office are
staff meetings, committee meetings and individual meetings.
 When necessary, the meeting room is to be reserved.
 Meeting participants should be notified in advance of
the meeting as to the topic to be discussed as well as to their
role in the meeting.
 Agendas must be distributed in advance.
 The meeting room should be checked carefully for all
necessary items, including supplies, equipment,
refreshments, furniture and atmosphere.
 A follow-up should be conducted shortly after the
meeting has taken place.
 Minutes of the meeting should be distributed to those
attending and others who would need to know what
happened.
See you next week.
Hyacinth Tugman is an independent contributor. Send questions and
comments to kerry-ann.hepburn@gleanerjm.com

19

yl:mathematics
CLEMENT RADCLIFFE
Contributor

TUDENTS, HAPPY New Year and welcome back. In this

weeks lesson, we will complete the review of functions.
This is to be followed by the introduction to aspects of
graphs. We will begin with the homework which was given
some time ago.

Graphs
(c) Since (gf)-1(x) = f-1g-1(x)

-1

Prove that if g:x -----> 2x- 1, then g is x +1

2
Solution
Since g : x ----> 2x - 1, then g(x) = y = 2x - 1
y = 2x- 1
2x = y + 1
x=y+1
2
Interchanging x for y
y=x+1
g-1(x) = x + 1
2
2
f and g are functions defined as follows
f : x ----> x + 3
2
g : x ----> 2x + 5
(a) Calculate the value of f (-3).
(b) Write expressions for (i) f-1(x).
(ii) g-1 (x)
(c) Hence, or otherwise, write an expression for (gf) -1.
Solution
Since f : x ----> x + 3
2
(a)Then f(x) = x + 3
2
f(-3) = -3 + 3 = 0 = 0
2 2
f(-3) = 0
(b)(i) f(x) = y = x + 3
2
Since y = x + 3 then 2y = x + 3
2
x = 2y - 3. Interchanging x for y
y = 2x - 3
f-1(x) = 2x - 3
(ii) g : x ----> 2x + 5
Then g(x) = y = 2x + 5
Since y = 2x + 5
2x = y - 5
x = y - 5. Interchanging x for y
2
y=x-5
2
g-1 (x) = x - 5
2

20

= f-1( x - 5 )
2
Since f-1(x) = 2x - 3
(gf)-1(x) = 2 ( x - 5 ) - 3
2
=x-5-3
(gf)-1(x) = x - 8
It is important that you continue to review the concepts
presented above.
We will now complete algebra by reviewing aspects of
graphs.
Please be reminded that you are required to be able to draw
straight line and quadratic graphs. In doing so, it is important
that you pay attention to the following:
 You need to complete accurately an appropriate table of x
and y values.
 The x and y axes must be clearly labelled.
 The scale used must be appropriate to the problem. If one
is given, it must be accurately used.
 A ruler must be used to draw the straight line, while free
hand must be used to draw the curve.
 The use of a suitable pencil (HB) is required.

From the graph, the curve cuts the x axis at the points
(- 2, 0) and (1, 0).
The solution of x2 + x - 2 = 0 is therefore, x = - 2 or 1.
Answer: x = - 2 or 1
2. Plot the equations y = x2 + 2x - 8 and y = 4x - 5. Hence:
(a) Solve the equation x2 + 2x - 8 = 0.
(b) Solve both equations simultaneously.
Completing the tables:
y = x2 + 2x - 8
x

y = 4x - 5
x

APPLICATIONS
Graphs may be used to solve:
 Quadratic equations
 Simultaneous equations
 Other problems, for example, finding maximum or
minimum value and axis of symmetry.
In all cases, the solution of a quadratic or simultaneous
equation is represented by the x coordinates at the points of
intersection of the curve and an appropriate line.

EXAMPLE
1. Use the appropriate graph to solve the equation
x2 + x - 2 = 0.
Completing the table for y = x2 + x - 2 :
x

2 2

10

YOUTHLINK MAGAZINE | JANUARY 13-19, 2015

(a) The solution of x2 + 2x - 8 = 0 is the x coordinates of the

points of intersection of the curve and the x axis.
As the x axis is y = 0, then at the points of intersection of y =
0 and y = x2 + 2x - 8, y = x2 + 2x - 8 = 0.

CONTINUED ON PAGE 22

yl:principles of accounts

Bad debts

Schedule
z



 





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Bad Debts

ROXANNE WRIGHT



Contributor

BUSINESSES WILL, from time to time, sell goods to their customers on credit. When a
debtor fails to settle his account, a bad debt has occurred.



s 
s 
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Provision for Doubtful Debt

VOCABULARY


1. BAD DEBTS
Bad debts represent the money that a business loses as a result of debtors not paying their
debt. This amount is written off by the business after all reasonable effort has been exhausted
to collect the money. It is regarded as a loss to the business and is, therefore, an expense to
the business.







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2. DEBTOR
The person who owes business money for goods or service taken on credit.


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Profit & Loss Account (Extract) for year ended December 31

3. PROVISION FOR DOUBTFUL DEBTS

A provision for doubtful debt is an estimated amount of the debtors account the business
believes it will not be able to collect.

ACCOUNTING ENTRIES FOR BAD DEBTS & PROVISION FOR BAD DEBTS

Bad debts and provision for bad debts are expenses and are both entered in the profit and
loss account. Provision for bad debt is also entered in the balance sheet.
Example
Provision for doubtful debt is 1% of debtors balance at the end of the accounting period.

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Balance Sheet (Extracts) as at December 31



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This is an appropriate point at which to end this weeks presentation but always remember,
You have to learn the rules of the game and, when you have, to play better than anyone else.
Look out next week for Bank Reconciliation.

Members of the Jamaica College Manning Cup team as they celebrated their
third title win, the Olivier Shield, at the schools auditorium on Monday,
December 8, 2014.

See you then.

Roxanne Wright teachs at Immaculate Academy. Send questions and comments to
kerry-ann.hepburn@gleanerjm.com

YOUTHLINK MAGAZINE | JANUARY 13-19, 2015

21

yl:chemistry

Empirical and molecular formulae

FRANCINE TAYLOR-FRANCIS
Contributor

 The formula of a compound shows how many atoms of each element are present in a
molecule or formula unit.
 The empirical formula is the simplest formula, which represents the composition of the
compound.
 The actual formula is called the molecular formula. It is generally a multiple of the
empirical formula and is calculated from the molar mass.
 Empirical formulae can be calculated from percentage composition or from actual masses
usually obtained by combustion.
Example 1

USING PERCENTAGE COMPOSITION

Calculate the empirical formula of a compound containing C (48%), H (4%) and O (48%)
Steps to take:
1) Write out percentages (by mass)

C
48%

H
4%

O
48%

2) Divide by the relative atomic mass

... this gives a molar ratio

48/12
4

4/1
4

48/16
3

3) If not whole numbers then scale up

4) Express as a formula

C4H4O3

Example 4
A compound with relative molecular mass of 180 was found to contain 40% carbon, 6.7%
hydrogen and 53.3% oxygen. Determine the molecular formula of this compound.

Mass in 100g
Molar mass (g/mol)
# mol =
Ratio of mols

Carbon
40
12
40/12
3.33
1 :

Hydrogen
6.7
1
6.7/1
6.7
2
:

Oxygen
53.3
16
53.3/16
3.33
1

Empirical formula of compound = CH2O

Therefore the molecular formula = (CH2O)n
If the molecular mass of the compound = 180
Then (CH2O)n = 180
(12 + (1*2) + 16)n = 180 thus 30n = 180 ; n=6
Molecular formula = (CH2O)6 = C6H12O6
Francine Taylor-Campbell is an independent contributor. Send questions and comments to
kerry-ann.hepburn@gleanerjm.com

yl:mathematics

Example 2

CONTINUED FROM PAGE 20

USING ACTUAL MASSES

Calculate the empirical formula of a compound containing C (1.8g), O (0.48g), H (0.3g)
Steps to take
1) Write out ratios by mass

C
1.8

H
0.3

O
0.48

2) Divide by relative atomic mass

(this gives the molar ratio)

1.8 / 12
0.15

0.3 / 1
0.3

0.48 / 16
0.03

3) If not whole numbers then scale up

try dividing by smallest value (0.03)

10

4) Express as a formula

C5H10O

MOLECULAR FORMULA IS A MULTIPLE OF THE EMPIRICAL FORMULA

Calculate the molecular formula of a compound of empirical
formula CH2 and relative molecular mass 84.

22

(b) The points of intersection of the curve y = x2 + 2x - 8 and the line y = 4x - 5

represent the solution of the simultaneous equations. Since the points of intersection on the
graph are (- 1 , - 9) and ( 3 , 7 ), the solution is: x = - 1 , y = - 9 or x = 3 , y = 7.

NOTE

Example 3

Steps
Mass of CH2 unit = 14
Divide molecular mass (84) by 14 = 6
Molecular formula = empirical formula x 6 = C6H12

From the graph, the x values are: - 4 and 2.

The solution of the equation x2 + 2x - 8 = 0 is, therefore, x = - 4 or 2
Answer: - 4 Or 2

At the points of intersection of the curve and the line, x2 + 2x - 8 = 4x - 5.

Simplifying: x2 + 2x - 4x - 8 + 5 = 0
x2 - 2x - 3 = 0
The values of x above also represent the solutions of the equation
x2 - 2x - 3 = 0. Factorising ( x + 1)(x - 3) = 0
x = - 1 or 3. Substituting
Y = - 9 or 7. (Same as graphical solution)
We will continue the review of graphs next week.
For homework, please plot the graphs y = x2 + 3x - 7 and y = x - 5 on the same diagram.
Clement Radcliffe is an independent contributor. Send questions and comments to
kerry-ann.hepburn@gleanerjm.com

YOUTHLINK MAGAZINE | JANUARY 13-19, 2015