YOUTHLINK MAGAZINE | JANUARY 10-16, 2012 11

Who makes the laws?MMAAUURREEEENN CCAAMMPPBBEELLLLContributor

THE LEGISLATURE is an officiallyelected/nominated body of people whohave been given the responsibility and

power to make laws for a political unit such as acountry.

A legislature has the power to pass, amendand repeal laws.[ The law created by a legislatureis called legislation or statutory law. In additionto enacting laws, legislatures usually haveexclusive authority to raise or lower taxes andadopt the budget and other money bills.Legislatures are known by many names, themost common being Parliament.

In the Caribbean, due to the separation-of-powers doctrine, the legislature is considered anindependent and co-equal branch of governmentalong with both the judiciary and the executive.The primary components of a legislature are oneor more houses that debate and vote upon bills.A legislature with only one house is calledunicameral. A bicameral legislature possessestwo separate chambers, usually described as anupper house and a lower house, which oftendiffer in duties, powers and the methods used forthe selection of members.

In most parliamentary systems the lowerhouse, which is the House of Representatives,consists of members who are elected. It is themore powerful house. Elections must take placeconstitutionally every five years. The country isdivided into constituencies which arerepresented by an elected member of parliament.In Jamaica we now have 63 such constituencies,and we use the-first-past -the-post electoral

system to elect these members. The upper houseor the Senate is a nominated body, some by theruling party and some by the Opposition party. Itis merely a chamber of advice, review or adebating chamber.

In political language, the term seat issometimes used to mean that someone is amember of the House of Representatives, amember of the legislature. For example, sayingthat there are 63 ‘seats’ means that there are 63elected members of the legislature, and sayingthat someone is ‘contesting a seat’ means thathe/she is trying to get elected as a member ofthe legislature. By extension, the term seat isoften used in less formal contexts to refer to anelectoral district itself, as for example in thephrases ‘safe seat’ and ‘marginal seat’; termsused widely in our recent election campaign.

HOW DOES A BILL BECOMES AN ACT?A bill is a draft act of Parliament. A minister

will have his own legislative proposals; othersmay come from his department and his civilservants. The minister must consider if what isdesirable is in the interest of the nation and whatis in keeping with the policy of his Government.

After consultation between departments,discussion and examination by the law officials,the proposals are taken to the LegislativeCommittee and the Cabinet. If it is accepted, thebill is sent to the Clerk of the Houses who isresponsible for having it printed. Sufficientcopies are printed for circulation to all members.The minister, at the first opportunity, introducesthe bill to the House and has it read a firsttime/First Reading. There are subsequentconsultations. While the bill is before

Parliament, there can be representatives fromoutside interests and communications fromcitizens who may have an interest in this bill.

THE SECOND READING This takes the form of a discussion of the

principles of the bill. Details are not gone into,but members have an opportunity to recommendto the minister where they think he could take thebill a little further or suggest that he omit certainproposals. After the second reading the Housegoes into committee. Here, the details of themeasure are the objects of consideration anddetailed alterations in its provision are proposedand considered.

Report of the Committee to the House is toreview any amendments which have been made.

THE THIRD READING Intended to review the measure in its final

form. Only verbal amendments are allowed atthis time. Occasionally, if the measure is acontroversial one, an amendment is proposedthat the bill be read another time ‘SIX MonthsHence’, which is a courteous way of delaying thebill.

After the measure is dealt with in the House ofRepresentatives, it is sent to the Senate which isa reviewing chamber. The bill again passesthrough all the stages mentioned in the House ofRepresentatives. After it is agreed on by bothHouses, it is sent by the Clerk to the Houses andto the attorney general who examines it andsatisfies himself that it is constitutional. If he issatisfied, he issues a certificate to this effect. It isthen sent to the governor general who gives hisassent and the bill becomes law.

ACTIVITIESa. What do you understand by the term ‘separation of powers’?b. Describe the groups that make up the legislature.c. Outline the process of making a bill into a law.d. Suggest three reasons why a bill may not become a law in your country.

Maureen Campbell teaches at St Hugh’s High School.Send questions and comments tokkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

YOUTHLINK MAGAZINE | 12 JANUARY 10-16, 2012

yl:Geography

MMAARRJJOORRIIEE HHEENNRRYYContributor

DESCRIBING LANDFORMS by contours is the specific objective that I started to discuss in the lastlesson. I stated that the spacing of the contour lines and their shapes inform you about the landformrepresented on the map. Here are some more landforms that are indicated by the shape of the

contours. A series of enclosed contour lines represents one of several features, namely: a round-topped hill;conical hill; isolated hill; plateau; escarpment. Observe these in the diagrams given below.

A ROUND-TOPPED HILL

A CONICAL HILL

((SSoouurrccee:: EElleemmeennttaarryy MMaapp RReeaaddiinngg by Thomas Pickles))

Note that for both features the contours are circular and widely spaced, indicating a gradual rise to thetop. However, there is a smaller area at the peak for the conical hill. If a cross section is drawn for this, itwould show a cone-shaped feature.

In contrast to the series of contour lines to represent a round-topped or a conical hill, sometimes youmay see two or three enclosed contour lines or even a single enclosed contour standing out in a lowlandarea. This is an isolated hill. It is also called a knoll and is typical of areas with limestone rocks. See if youcan identify the knolls in this section copied from a map of Jamaica. Keep in mind that a significant portionof the island is made up of limestone rock.

((SSoouurrccee:: MMaapp RReeaaddiinngg ffoorr tthhee CCaarriibbbbeeaann by John Macpherson))

CONTOURS OF A PLATEAU

((SSoouurrccee:: EElleemmeennttaarryy MMaapp RReeaaddiinngg by Thomas Pickles)

A plateau is defined as an upland area with steep slopes and a levelled (relatively flat) summit. In thediagram above, the contours are closely spaced, indicating steep slopes. For the small area of 600 feet andover, the top is relatively flat.

CONTOURS OF AN ESCARPMENT

((SSoouurrccee:: EElleemmeennttaarryy MMaapp RReeaaddiinngg by Thomas Pickles)

An ESCARPMENT is a ridge with a steep side on one side and a gentle slope on the other side. A RIDGEis a long, narrow and fairly sharp-edged strip of highland. It is also called a CREST and is the highest partof the escarpment. The steep slope is called the scarp slope, and the gentle slope is called the dip slope. Doyou see the difference in the spacing of the contour lines for both slopes? On the steep or scarp slope, thecontours are close together and straighter than on the gentler dip slope.

As I had indicated in the previous lesson, I have discussed some selected landforms that are likely to befound on the map extracts that you are given in the examinations, that is, of Caribbean territories. Consultany available textbooks for other landforms. In the examinations you are simply asked to identify landformseither in a specific area or you are asked to identify named landforms in any section of the map. In the lattersituation, it is advisable to give a four-figure grid reference for those landforms you identify. Sometimes youare asked to describe the physical features of the area in relation to other things like settlement, agriculturalactivities, drainage and roads. In the next lesson, I will discuss the approach to be applied in doingdescriptions.

Marjorie Henry is an independent contributor. Send questions and comments to kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

Contours(part 2)

YOUTHLINK MAGAZINE | JANUARY 10-16, 2012

yl:Biology

13

MMOONNAACCIIAA WWIILLLLIIAAMMSSContributor

HOW ARE you students? How have you been? Good? I sincerely hope so. Now that we have completedour studies on photosynthesis, we will be looking at a few of the experiments that support the theorythat we just learnt. Do you know what is beautiful about these experiments? If you exercise the same

care that you practise in the laboratory, you can do them at home! Do you remember the products that areformed as a result of photosynthesis? Of course, you do. They are starch and oxygen! To prove thatphotosynthesis has taken place you would need to prove that starch or oxygen has been produced. It isdifficult to prove that oxygen has been produced in terrestrial plants but it is quite easy to do so in aquaticplants. Why is it easy to do so? It is so because when the aquatic plants photosynthesize, they produceoxygen which leaves the plant in the form of bubbles. These bubbles can then be counted as they emergefrom the plant. The speed at which they are produced is an indication of the rate of reaction. The bubblescan be allowed to accumulate at the top of a test tube and the volume measured to know the volume ofoxygen produced.

The most common aquatic plant used in these experiments is pondweed (Elodea). Elodea is quitecommon; you just need to use your eyes when you go near to running water in streams and canals. Thediagram below demonstrates how this experiment can be set up. Notice the bubbles going up and the spaceat the top of the test tube? This space is filled with the gas in the bubbles. If you were to light a splint andthen shake it to put out the flame while leaving the tip glowing, you would have what is called a glowingsplint. If you were to put this splint in the test tube when it is removed from the experiment then the splintwould relight. This is a positive test for oxygen and this means that photosynthesis has taken place.

Did you also notice that there is a light source near to the beaker? Why do you think it was placed there?If your answer is “to ensure that enough light is provided for the plant”, then you are correct! Did you noticealso that the water has sodium hydrogen carbonate in it? Again, I will ask you the question, why? Theanswer for this is not as obvious as the answer for the previous question and it involves a little knowledgeof chemistry. Sodium hydrogen carbonate decomposes in solution to release gaseous carbon dioxide. Hasthe light bulb popped yet? Of course it has! Carbon dioxide is one of the raw materials needed inphotosynthesis. If it is not present or if it is present in a limited amount, then it would interfere with how thereaction takes place. Therefore, one has to ensure that there is enough of it and this is done by adding it tothe water.

How could we do this for a potted plant? Think about it, your mind is young, creative and agile justwaiting for problems such as this! A few sentences ago I said that if the carbon dioxide was present in alimited amount, it would interfere with how the reaction takes place. The fact is that if any of the rawmaterials or conditions required for photosynthesis is limited, then the rate of the reaction is affected. So,on a cloudy, rainy day plants would have lots of water but very little sunlight, so very little photosynthesiswould take place. If the stomata were closed, which they tend to be during the hottest part of the day, carbondioxide would not be able to enter the plant so even though sunlight is present, water is available and the

plant is green; photosynthesis will not take place. When one factor affects the rate of the reaction, the factoris said to be limiting.

Gosh, look how much has been said and we have not even started an experiment! Guess what? There iseven more before we start! Land plants, how do we treat these? For the land plants the end product that istested for is starch. You need to remember that starch is always present in the leaf, so in order to ensure thatany starch that is present at the end of our experiment was produced during the experiment we first need toremove the starch. This is done by a process known as destarching. How is this done? It depends on wherethe leaf that you are going to use is found. If the leaf is on a plant in a pot, you simply put the plant in adark, light-free place for 24 hours. If the leaf to be used is on a tree in the garden, then you need to coverthe leaf with black cartridge paper for 24 hours. You can use paper clips to hold the paper in place and Idon’t need to tell you that both sides must be covered, do I? Why 24 hours? This is the time needed for theproducts of photosynthesis to be removed from where they are produced to where they will be used. Thisprocess is known as translocation and the products are translocated.

Next week we will look at some of the experiments. Have a good week. Biology is fun!

Monacia Williams teaches at Glenmuir High School. Send questions and comments to kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

Photosynthesis experiments

YOUTHLINK MAGAZINE | 14 JANUARY 10-16, 2012

yl:MathematicsCCLLEEMMEENNTT RRAADDCCLLIIFFFFEEContributor

THIS WEEK we will complete the review of algebra by considering aspects of graphs. Specifically, it is myintention to elaborate on the solution of quadratic equations using a graph.

REMINDERSm A quadratic equation is represented graphically by a curve.m A curve should be drawn by free-hand sketch.m The x axis has the equation y = 0 and the y axis has the equation x = 0.m Given the curve y = f(x) and the line y = g(x), then the points of intersection of both are represented by:

y = f(x) = g(x) therefore, f(x) = g(x)

If f(x) = x2 - 3x + 2 and g(x) = 2x - 1 then at the point of intersection of the curve and the line, f(x) = g(x).

x2 - 3x + 2 = 2x - 1x2 - 3x - 2x + 2 + 1 = 0x2 - 5x + 3 = 0

The x coordinates of the points of intersection are, therefore, the solution of the equation x2 - 3x + 2 = 2x - 1 OR x2 - 5x + 3 = 0.

EXAMPLEUsing an appropriate scale, please plot the curve y = 3x2 - 2x - 1. Hence, solve the equations:a) 3x2 - 2x - 1 = 0b) 3x2 - 2x - 1 = 2 - 2xc) 3x2 - 3 = 0 or x2 - 1 = 0

SOLUTIONGiven the equation y = 3x2 - 2x - 1, we complete the table:

x - 2 - 1 0 1 2 3y 15 4 - 1 0 7 20

Given the curve y = 3x2 - 2x - 1, then the curve may be used to solve any equation as long as 3x2 - 2x - 1is on one side of the equation.

To solve the equation 3x2 - 3 = 0, then the equation must be reorganised to the form with 3x2 - 2x - 1 onthe left-hand side.

a) Given the curve y = 3x2 - 2x - 1, the solution of the equation 3x2 - 2x - 1 = 0 is the x values of the points of intersection of the curve y = 3x2 - 2x - 1 and the line y = 0 or the x axis.The solution is x = 1, - .33

b) Given the curve y = 3x2 - 2x - 1, by plotting the line y = 2 - 2x, then the points of intersection of the curve and the line will represent the solution of the equation 3x2 - 2x - 1 = 2 - 2x. From the graph, the solution is x = - 1, 1.

c) Given the equation 3x2 - 3 = 0, if the curve y = 3x2 - 2x - 1 must be used, then 3x2 - 3 = 0 is reorganised as follows:

3x2 - 2x + 2x - 2 - 1 = 0.3x2 - 2x - 1 = 2 - 2x3x2 - 2x - 1 + 2x -2 = 03x2 - 2x - 1 = 2 - 2x

The solution of the equation 3x2 - 3 = 0 is the x coordinates of the points of intersection of the curve y = 3x2 - 2x - 1 and the liney = 2 - 2x.As in b, x = - 1, 1.

Let us attempt another example.

Given the curve y = 2x2 - x - 3, solve the equation 2x2 - 2x - 5 = 0.By reorganising the equation 2x2 - 2x - 5 = 0, it follows that:2x2 -x -x - 3 -2 = 02x2 -x- 3 = x + 2

Then the solution of 2x2 - 2x - 5 = 0 is the x coordinates of the points of intersection of the curve y = 2x2 -x- 3 and the line y = x + 2.

Given the function F(x) = 2x2 -x- 3, the minimum value may be found using the graph y = 2x2 -x- 3. Theminimum value may be found by the determination of the coordinates of the turning points of the curve.Given the turning point M (x , y), then x is the position of the minimum value and y is the minimum value.

From the graph, the turning point is (1/3, -4/3)

The minimum value is -4/3 and is at the point x = 1/3.

A similar approach is used to find the maximum value of F (x) = -2x2 +5x+ 3

Please continue to practise, using exercises from your texts.

Enjoy the rest of the week.

Clement Radcliffe is an independent contributor. Send questions and comments to kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

Graphs(part 2)

YOUTHLINK MAGAZINE | JANUARY 10-16, 2012

yl:Principles of Accounts

15

RROOXXAANNNNEE WWRRIIGGHHTTContributor

BELOW IS a question that has been worked out. Pay keen attention to the principles applied while youmatch the question with the answer given.

WORKED EXAMPLEOn May 1, 2010, Newman paid $25 900 for a business. The business had the following assets and

liabilities.$

Premises 13,500Fixtures and fittings 4,050Motor vehicle 1,350Stock in trade 6,300Debtors 1,400Creditors 700

On the same day, Newman opened a business bank account with the sum of $1,600. [>1]

During the year to April 30, 2011, Newman carried out the following business transactions:1. Withdrew $4,000 in cash for personal use.2. Took goods, which cost $500, for personal use.3. Sold privately held shares for $2,500 which was paid into the business. [>2]

Newman did not keep a full set of accounts during his first year, but he is able to say that the assets andliabilities at April 30, 2011 were as follows:

$Premises at cost 13,500Furniture and fittings at cost 4,950Motor vehicle at cost 2,000Stock in trade 7,200Debtors 2,900Creditors 400Cash at bank 1,750

The following additional information is to be taken into account. [>3]i. Fixtures and fittings are to be depreciated by $450.ii. Motor vehicles are to be depreciated by $400.iii. Debts of $300 to be written off as bad debts.

You are required to prepare a statement of the profit or loss of the business for the year ended April 30,2011. [>4]

For us to be able to answer the question, we need to read it carefully and reason out what is to be doneand how we will arrive at the correct answer. Pay attention to the information below:

REASONING:[>1] when computing the opening capital, this amount must be included.[>2] this is additional capital contributed by the owner to the business.[>3] before computing the ending capital, take these into account.[>4] use the basic formula:Capital at end - opening capital + additional capital + net profit - drawings.

FORMULAE:Capital at end = capital at beginning + additional capital + net profit - drawingsTherefore Net Profit = capital at end + drawings - capital at beginning - additional capital

WORKINGSBelow is the working for each identified point in the question.

SOLUTION

Statement of the profit or loss for the year ended April 30, 2011

Remember to start putting in extra practice time and pay keen attention to details. Next week’spresentation will be Final Accounts - Sole Trader and its Adjustments; you cannot afford to miss it. See youthen.

Roxanne Wright teaches at Immaculate Academy. Send questions and comments to kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

Incompleterecords

YOUTHLINK MAGAZINE | 16 JANUARY 10-16, 2012

yl:Information TechnologyNNAATTAALLEEEE AA.. JJOOHHNNSSOONNContributor

STUDENTS, THIS is lesson 17 of our series of IT lessons. In thisweek’s lesson we will continue to look at problem solving andprogram design.

THE OUTPUTThe output is the end result required. You can identify what is the

output in a given problem by the following keywords: print, displayand output.

THE PROCESSINGThe processing column is a list of what actions are to be performed

to achieve the required output.

Let us now look at an example of a problem that is defined with theconstruction a defining diagram.

EXAMPLE 1A program is required to read three numbers, calculate and print

their total.DDeeffiinniinngg DDiiaaggrraamm::

Steps in drawing the defining diagram using the first example welooked at in the previous lesson.

1. Identify the input (that is, the data that is given). The keyword, read, identifies the input as three numbers, that is, any three numbers.

2. Identify the output. The keyword, print, identifies the output as the total (or sum) of the three numbers.

3. List the processing steps. Here we list all the actions that must beperformed in order to get the desired results. For example: What do we have to do to the three numbers in order to print their total?

1. We must first get the numbers.2. We must then calculate their sum.3. We must then print the total.

KEY THINGS TO NOTE:1. In the defining diagram the actions must be in a logical sequential order.2. All the necessary actions must be explicitly stated. For example, the read action and the print action must not be assumed.3. The processing section is not the solution to the problem. It is simply a list of the things that must be done in order to solve the problem.

EXAMPLE 2PPrroobblleemm 22Given three integers representing the age of three boys, respectively,

write a program to find their average age and also determine the age ofthe oldest person.

DEFINING DIAGRAM

PRACTICE QUESTIONSUse a defining diagram to answer the following:1. A program is required to read two numbers, calculate and print their difference.2. A program is required to read the length and width

of a rectangle.

Calculate and print the area and perimeter of the rectangle.

PROGRAM DESIGNAfter defining the problem, based on the steps of the problem-

solving phase, you find a solution to the problem. In finding a solutionto the problem, you have to also analyze alternative solutions to theproblems. When we are solving problems on the computer this isdone by representing the most efficient solution as an algorithm.Before we look at the term algorithm, there are some key terms youmust first be familiar with and they are variables, constant and datatypes.

When you ask the computer to read two numbers, find the sum ofthe two numbers then output the sum. When the computer reads thetwo values, it has to store the values somewhere in memory. Similarly,it will have to store the value of sum somewhere in order to provide anoutput to you the user. These values are normally stored in what wecall variables.

m A variable is a named location in memory that stores a particularvalue. This value may be changed during the execution of a program.Examples of variable names include: ‘number’, ‘age’, ‘name’, ‘length’and so on. You can have several different names, numbers, ages, etc.

m A constant provides locations for storing data which do notchange value during execution of a program. For example, if you werecalculating the perimeter of a circumference you would need to includePI, which is normally 3.17 in your calculation. In the formula, PI wouldremain constant.

See you next week when we will continue to look at problem solvingand program design. Remember that if you fail to prepare, you shouldprepare to fail.

Natalee A. Johnsonteaches at Ardenne High

School. Send questions andcomments to kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

Problemsolving

&programdesign

YOUTHLINK MAGAZINE | JANUARY 10-16, 2012

yl:Principles of Business

17

YYVVOONNNNEE HHAARRVVEEYYContributor

HELLO AGAIN. Do you remember last week’s lesson? I hope so.It dealt with definitions and examples of the small firm,characteristics of the small firm and the role of the small firm in

Caribbean communities. This week we will concentrate on the reasonsthat many firms remain small and the advantages and disadvantages ofthe small firms.

Caribbean governments recognise the importance of small firmsand try to encourage their existence by charging them less tax orexempting from certain taxes. In some instances loans are madeavailable to small firms at special rates of interest. In Jamaica, there isthe Small Businesses Association of Jamaica that assists smallbusinesses in the country, including lending them money at low ratesof interest. But why do firms remain small?

REASONS FOR REMAINING SMALLm To keep the business in the family. Expansion may require hiring persons outside of the family.m Market for the good or service is small. Unless the market grows, the firm will remain small.m Some firms are linkages to small and medium-size business. Unless they expand, these firms will remain small.m Some firms remain small because they have missed the opportunities to expand.m Many firms have not gone into large-scale production because they do not have the necessary collateral to access loans for expansion.m The owners of some small firms do not have the necessary management and technical skills needed for a larger business.m For many firms, the most efficient size is the small firm.

ADVANTAGES OF SMALL FIRMS1. These businesses are often strategically placed. That is, they are located in places that are convenient for customers.2. They provide goods and services that are not provided by larger firms.3. They normally sell a variety of goods and services and the items sold are usually unique, and customers prefer this to the standardisation of larger firms.4. People support small firms because these firms know their customers well and often offer them credit.5. The small firm is more efficient where personal services are to be carried out.6. The top manager is the sole decision maker. He can, therefore, make decisions quickly and he knows exactly what is going on.7. Small firms have a small number of staff; therefore, staff problems can be more easily detected and dealt with than in larger firms.8. There is clear communication among employees and it is easier for management to have a good relationship with employees since the business is small.9. Because small firms offer certain services, large firms are prevented from becoming too large.10. Small firms stay open for longer hours than larger firms, to the advantage of themselves.11. They are easy to start up and often receive government assistance.12. These firms benefit from assistance from small business associations, for example, the Small Business Association of Jamaica.

THE DISADVANTAGES OF SMALL FIRMS1. Owners have to put in long hours, sometimes without holidays,

in order to make the business a success.2. Many of these businesses have limited liability. That is, they may lose more than they have invested in the business if it should fail.3. The manager is often bogged down with other tasks which, in larger businesses, are delegated to assistant managers and supervisors.4. They suffer because of competition from larger firms. This is so since the simple, cheap machinery used in small firms may not allow them to compete equally with larger firms.5. Prices tend to be higher than those of larger firms.6. Small firms are vulnerable to changes in the economy. That is, they are easily affected by the ‘ups’ and ‘downs’ in the economy.7. They have difficulty in arranging loan financing since financial institutions are often reluctant to lend them money. When they do lend them money, the rate of interest is often higher and the loan amount is smaller than that of larger firms.

As usual, I will end with your homework.(a) Define a small firm. (2 marks)(b) List three characteristics of a small firm. (3 marks)(c) (i) Explain four important roles of small businesses in your local community. (4 marks)(ii) Discuss two advantages and two disadvantages of small firms. (8 marks)(d) State three reasons that many firms remain small. (3 marks)

TTOOTTAALL:: 2200 MMAARRKKSSSee you next week.

Yvonne Harvey teaches at Glenmuir High School. Send questions and comments tokkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

Thesmallfirm

(part 2)

YOUTHLINK MAGAZINE | 18 JANUARY 10-16, 2012

yl:History

DDEEBBBBIIOONN HHYYMMAANNContributor

Instruction - Circle the correct response for each question.

1. The revolt which broke out in St Domingue in October 1790 was started by thea) Jacobinsb) Mulattoesc) Slavesd) Whites

2. In 1791, when the first slave rebellion began, the blacks in St Domingue were fighting fori) Better conditionsii) Equality with all other classesiii) Rights and privilegesiv) Their freedom

a) i, ii and iii onlyb) ii, iii and iv onlyc) i, iii and iv onlyd) i, ii, iii and iv

3. Which of the following were factors which contributed to the Haitian Revolution?i) Ideas of Liberty, Equality and Fraternityii) The discontent among the slave populationiii) The poor quality of leadership in St Domingueiv) The society being dominated by white people

a) i and ii onlyb) i, iii and iv onlyc) i, ii and iv onlyd) i, ii, iii and iv

4. The leader of the mulatto uprising of 1791 wasa) Alexandre Pétionb) Victor Hughesc) Vincent Ogéd) Toussaint L’Ouverture

5. In 1791 the slaves in St Domingue revolted under the leadership ofa) Boukmanb) Dessalinesc) Ogéd) Toussaint

6. St Domingue was called the ‘Pearl of the Antilles’ mainly becausea) It produced a variety of cropsb) Its soils were rich and well wateredc) It was a flourishing slave colonyd) It was the richest colony in the Caribbean

7. Which of the following best explains why Toussaint became leader of the slaves in St Domingue?a) He had a good knowledge of herbal medicineb) He was literate and spoke French fluentlyc) He was a most skilful horsemand) He had the ability to organise and inspire others

8. In St Domingue the term affranchis was associated with thea) Free blacks

b) Free colouredsc) Poor whitesd) Rich whites

9. Which of the following is most likely to be the reason the English and Spanish wanted to capture St Domingue?a) They wanted to acquire its slavesb) They wanted to increase their sugar productionc) They wanted to market their manufactured goodsd) They wanted to weaken France economically

10. Sonthonax, general of the French Revolutionary Army in St Domingue, announced the abolition of slavery in 1793 for all of the following reasons excepta) To get the slaves to accept him as their leaderb) To keep the colony part of the French Republicc) To outmanoeuvre and defeat the whitesd) To restore law and order in the war-torn colony

11. In which chronological order did the following events in the Haitian Revolution take place?i. The expulsion of the Spanish and English by Toussaintii. The invasion of Haiti by the French Republican Armyiii. The mulatto revolt led by Ogé and Chavanneiv. The outbreak of the slave revolt led by Boukmana) ii, iii, i, iv

b) iii, ii, i, ivc) iv, iii, ii, id) iii, iv, ii, i

12. Arrange the following persons in the chronological order in which they rule St Domingue/Haiti.i. Jean Pierre Boyerii. Henri Christopheiii. Dessalinesiv. Touissant L’Ouverture

a) i, iv, iii, iib) ii, i, iv, iiic)iv, iii, ii, id) iv, i, ii, iii

13. St Domingue became independent in Januarya) 1791, under Boukmanb) 1800, under Toussaintc) 1804, under Dessalinesd) 1806, under Christophe

SOURCENNeellssoonn CCXXCC PPrraaccttiiccee TTeessttss HHiissttoorryy - Carrol Bourne, Victor Jackman

and Coreen Kennedy

ANSWERS1. b 2. d 3. d 4.c 5. a 6. d 7. d8. b 9. b 10.a 11.d 12.c 13. c

Debbion Hyman teaches at St Hugh’s High School. Send questions and commentsto kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

The Haitian Revolution revision

JANET SILVERA PHOTO

Ritz-Carlton Rose Hall’s general manager, Tony Mira (right), his wife Jerri (left), son Chad and family friend MichelleRavin are caught on camera at the Ritz-Carlton Rose Hall’s Escape to Luxury Couture show on Wednesday,December 28 in Montego Bay.

YOUTHLINK MAGAZINE | JANUARY 10-16, 2012

yl:English Literature

19

BBEERRYYLL CCLLAARRKKEEContributor

IOWE you an apology for only now returning toOOlldd SSttoorryy TTiimmee after I had promised to continueour work on it in the following week. This was

because, as you know, I turned to poetry which hasto be done at regular intervals if we are to finish the20 poems on the syllabus.

Our play is fast paced; moving rapidly from ourmeeting with the major characters – Pa Ben, Lenand then Miss Aggie – through Len’s schooling inJamaica and abroad, his marriage, return to hishomeland, Miss Aggie’s reaction to her daughter-in-law, the situation involving George and the finalbonding of the family. The language, the Jamaicandialect, is rich and natural, ‘grounding’ the play inits setting. You would have noticed that here it is thelanguage of the simple folk.

At this point I would like for us to work on someof the things which make drama different from theother literary genres. You know already that whenthe playwright is writing he is visualising the stagewith the pieces of furniture in a particular order, he isseeing and listening to the characters as they talk,interact with each other and as they move about orremain static. So, when you are going through OOllddSSttoorryy TTiimmee you have to see facial expressions, readbody language, interpret gestures and gesticulationsand hear changes in voice tones and levels so as tounderstand their meanings.

Drama has what I call immediacy, in that theaction is being watched as it happens. It is not like afilm (though a production can be filmed) in whichactors get the chance to repeat a scene until itbecomes perfect in the eyes of a director. No, theaudience gets what is being acted directly and hasno time to consider, just time to react. Elementssuch as dialogue, stage directions, the use of irony,structured divisions, asides and soliloquies, inaddition to plot and characters are integrated intodrama.

We have to be careful to always bear in mind howimportant dialogue is in a play. The playwright hasto rely on it for several things. It is dialogue thatreveals character, describes and makes referencesto previous, sometimes ongoing action andsubsequent developments. You see, theenacting of a play takes about two hours ora bit more, and not only is the spacelimited but there are some actions thatcannot be presented or only with greatdifficulty and then, perhaps, only withpartial success.

Remember that we are talking about theplay on a stage and not about amovie. The writer has to find othermeans of telling the audiencewhat he wishes to. Take forinstance the scene inwhich Miss Aggycatches Len playingwith Pearl in theriver. We know thisnot because we seeit on the stage butthrough a stagedirection. We knowthat they were goingthere to playbecause of whatPearl says. How dowe find out that MissAggy has been to themarket? Again, this isthrough the stage directionand the dialogue. Do you seeher riding her donkey to marketor leading it home with a lame foot?Of course not! The conversation(dialogue) between her and Pa Ben inform us.

Some actions take place off stage but we learnabout them through discussions that take place onstage. As Pa Ben and Mama talk, we get the news ofLen’s travel to Africa and later of his marriage.Trevor Rhone also uses soliloquies to shareinformation with the audience. Pa Ben ‘brings usup to speed’ when he tells us how Mama hatesblack, that not even a chicken of that colour shewould keep in her yard. More important, it isthen that we hear that Len has a blackgirlfriend. Members of the audience atthis point are given information that amajor character, Miss Aggy, does nothave and this could createexpectations among those watchingthe performance. Can you think of onesuch expectation? Ye-s! A confrontation

between Miss Aggy and Lois is a distinctpossibility, given Miss Aggy’s attitude to anythingblack!

Then there is the soliloquy in which Pa Ben hasto cajole (here is a chance to learn a new word, if itis not already one with which you are familiar) Pearlinto not revealing the true state of affairs betweenLen and his mother. In addition, we get the thenpopular attitude towards Africa; that it was dark, thatis, savage,

uncivilised and that cannibalism was a real dangerto a visitor like Len. I am sure that you have noticedthe humour when Pa Ben said that while Miss Aggyturned her face away, he looked at the photo ofwomen who were uncovered above the waist.

This is as a good a place as any to take a breaktoday. Your job now is to look closely at theelements used by Rhone to create this play. We willcontinue next week. Until then continue to strive forsuccess and God bless!

Beryl Clarke is an independent contributor. Sendquestions and comments to

kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

‘Old StoryTime’

YOUTHLINK MAGAZINE | 20 JANUARY 10-16, 2012

yl:Office Administration

HHYYAACCIINNTTHH TTUUGGMMAANNContributor

HI, STUDENTS. As promised I am now completing the lesson Istarted last time as your SBAs should now be in their finalstages.

Basically, there are two types of cheques – open and crossed. Inaddition, the crossed cheque can be divided into two categories -those with general crossings and those with specific crossings. Thefigure below illustrates this classification.

OPEN CHEQUEAn open cheque does not have two parallel lines and can

be cashed at the bank by the payee once he endorses it(signs his name on the reverse side). If the payee wishesto transfer the cheque to someone else, he can do soby endorsing it and write a note on the backauthorizing the bank to pay that person. This typeof cheque is not very secure because if it is lostor stolen anyone may be able to cash it if hecan persuade the bank that he is the payee.

CROSSED CHEQUEWhen a cheque is crossed, two parallel lines

are drawn across the cheque. In addition, ‘& Co’may be written between the lines. A crossed chequecannot be cashed but must be deposited into an account. Itis much safer than an open cheque.

CROSSED CHEQUE - A/C PAYEE ONLYThis type of cheque is even safer than a general crossed cheque

because it is not transferable. It must be deposited into the account ofthe payee and not in anyone else’s account.

CROSSED CHEQUE - SPECIFIC CROSSINGThis specially crossed cheque not only states that it must be paid

into the account of the payee, but also gives the name of the bank atwhich the cheque must be deposited.

DISHONOURED CHEQUE

A cheque is said to have beendishonoured when the bankhas, for some reason or other,refused to pay onpresentation. The reasonsfor refusal may beattributed to one ofthe followingcauses:

m wordsand figuresdiffer

m

there

are

insufficientfundsm irregular

endorsement, thatis, the name on the

reverse of a chequedoes not correspond

with the payee’s name on the front

m drawer’s signature differsfrom that in the

bank’s recordsm there’s an alteration which requires signingm the cheque may be out of date (stale)m the cheque is post-dated

A POST-DATED

CHEQUEA post-dated

cheque is onewhich is dated ahead

of the current date. Abank does not credit the

customer’s account with theamount of a post-datedcheque until the due date.

CERTIFIED/MANAGER’SCHEQUEA certified cheque is one which is

issued by the bank upon the request of thecustomer. The person receiving a certified

cheque is guaranteed payment upon presentingit at a bank.

THE BANK STATEMENTAt regular intervals or on request, the bank will send to

a customer a bank statement which provides a record of alltransactions that have taken place between the customer’s

account and the bank. Amounts which reduce the balance in theaccount are shown in the payment column, and amounts whichincrease the balance are shown in the receipts column. As each

payment or receipt is recorded a new balance figure is shown in a thirdcolumn.

In addition to bank account services and the cheque facilities, banksoffer a wide range of services that are used by businesses:

STANDING ORDER The customer authorises the bank to transfer a certain sum of

money to another account at regular intervals.

CREDIT TRANSFER A debtor utilises this service when he wishes to pay a number of

suppliers. He prepares one cheque with a list of names of suppliersand the bank sends the amount owed to each.

CREDIT CARD This service enables the customer to purchase goods and services

without the use of cash.

Have a blessed week.

Hyacinth Tugman teaches at Glenmuir High School. Send questions and commentsto kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

Types ofcheques

YOUTHLINK MAGAZINE | JANUARY 10-16, 2012

yl:English Language

21

(wrapup)

NNAATTAASSHHAATTHHOOMMAASS--FFRRAANNCCIISSContributor

HELLO, STUDENTS! We have been exploringthe art of short story writing for a few weeksnow. As we wrap up this discussion I wish to

highlight some pointers of which you must bemindful.

Every story must have particular elements/parts:m Settingm Charactersm Plotm Conflict, crisis, resolutionm Theme/moral

The elements of a story are enhanced by the useof various techniques:

DDeessccrriippttiioonnThe use of specific details and images which appeal to the senses.

DDiiaalloogguueeThe exact words of all the speakers. Remember that the actual words are enclosed by quotation marks. For example: Robert said, “I am going to the party, Mandy. Do you want to come?”

CCoonnssiisstteenntt tteennssee Most stories are related in the past tense. Be consistent with the use of this tense.

NNaarrrraattiivvee ppooiinntt ooff vviieeww Narratives are usually told from one of two perspectives: the first-person narrative point of view (the ‘I’ narrator) or the third-person narrative point of view (the ‘omniscient’ narrator).

Now that you are familiar with what is required inthis section of the paper, let me give you some finaltips:

1. If you are aspiring to get your Grade 1 for this examination, you must have a good command of the English language.

2. Before you begin writing, start with a story plan. There must be conflict which needs to be resolved.

3. Devise a theme. Every story must have a message on which the elements of the story hang. What is it that you want your characters (or even your readers) to learn about life, for example? Ensure that every aspect of your story is related to the central message.

4. An effective short story covers a short time

span. You are not attempting to write a novel with an endless number of crises. Rather, the limit is 400-450 words and the suggested time on which you spend planning and writing your story is 45 minutes. Therefore, you should focus on one single event that is momentous in the life of your main character.

5. You should decide on one central setting. Do not take your characters from place to place without any apparent purpose as this will detract your ability to focus one conflict. Just ensure that the setting you choose fits in with the message you want to communicate. Additionally, in your

descriptions of the setting appeal to as many of the five senses as possible – sight, hearing, smell, taste and touch/feel.

6. A short story should not contain more than three characters. Too many characters will be distracting to your reader. Just focus on the most important features of each character that will enhance your theme.

7. The beginning of your story must grab the attention of your reader. There are three main ways in which you can begin your story:

m A description of the main character(s)

or setting.m Dialogue which is pertinent to the central conflict or theme of the story.m The use of the flashback technique - starting the story near the end of the plot and then developing what led up to that point.

Ensure that your plot is feasible and believable.After you have introduced your story, you shoulddevelop the middle and then wind up the story witha complete ending. Even if you use a suspenseending, your story should seem complete when youwrite the last full-stop.

Finally, let me leave some past-paper questionswith you. Use these questions as a guide andensure that you attempt at least one of these by nextweek. Time yourself - 45 minutes - and leaveenough time to re-read your work to correct anyerrors of expression. Don’t keep your story toyourself; share it with your friends and teacher.

1. The door was closed and the cobwebs in frontof it suggested it had not been opened for a longtime. Moor turned the key and pushed the door.

Story writing

GLADSTONE TAYLOR/PHOTOGRAPHER

Former Minister of Youth, Sports and Culture Olivia Grange greets children on New Year’s Eve during Fireworks on the Waterfront,downtown Kingston.

YOUTHLINK MAGAZINE | 22 JANUARY 10-16, 2012

yl:Chemistry

FFRRAANNCCIINNEE TTAAYYLLOORR--CCAAMMPPBBEELLLLContributor

YOU SHOULD BE ABLE TO:m Describe industrial applications of electrolysis, metallic extraction and purification, electroplating and anodizing.

POINTS TO NOTEm Electrolysis is used commercially to extract reactive metals such as sodium and aluminium from their ores.m Electroplating and corrosion protection uses the principle of electrolysis.m Pure metals can be obtained using the process of electrorefining.

Extraction of sodium using the Down’s cell.

(Please refer to your text for the cell diagram)

In this process molten sodium chloride and calcium chloride areused. The purpose of calcium chloride is to lower the temperature toprevent sodium chloride from boiling.

At the cathode: Na+ ions are discharged. Na+(l) + e == Na(l)At the anode: Chlorine is liberated.2Cl-(l) === Cl2(g) + 2e

NOTE Steel hood is used to keep the sodium and chlorine apart and to

prevent them from reacting.

ANODIZINGAnodizing is a process of producing corrosion-resistant articles by

coating. The anode in this cell is an aluminium object and theelectrolyte solution is one which can liberate oxygen at the anode,such as dilute sulphuric acid.

At the anode: OH- ions are discharged.4OH

-(aq) == 2H2O(l) + O2(g) + 4e

The oxygen liberated at the anode reacts with the aluminium objectto form a protective oxide coating of aluminium oxide (Al2O3), whichis resistant to corrosion.

ELECTROPLATINGThis is the process of coating an object with a thin layer of another

metal by electrolysis. This can be used to prevent corrosion and tomake the object more attractive. In this process, the object to becoated is the cathode and the metal to be used for coating (plating) isthe anode. For example, to add a nickel plate to an object, a nickelsulphate solution could be used as the electrolyte.

AT THE CATHODE: The object or metal to be coated (plated) acts as the cathode. For

example, in nickel plating, nickel ions are discharged and deposit onthe cathode or object thereby coating it.

Ni2+(aq) + 2e == Ni (s)

AT THE ANODE: If the object is to be nickel plated, then the anode must be made of

nickel. The nickel will, therefore, dissolve to form nickel ions.Ni (s) cathode === Ni2+ (aq) + 2e

NOTEIf the object is to be chrome-plated or silver-plated, then a

chromium or silver electrolyte solution is used and the anode is madeof chromium or silver.

PURIFICATION OF COPPERThe purity of copper can be improved by electrorefining. In this case

the same principle of electroplating or electrodeposition is used. Theelectrolyte is a solution containing copper ions such as coppersulphate. The cathode is a strip of pure copper and the anode is alump of the impure copper.

AT THE ANODE: Copper atoms from the impure copper dissolve to form copper ions.

This causes the anode to decrease in size.Cu(s) == Cu2+(aq) + 2eImpurities fall off the anode and are collected in the cell.

AT THE CATHODE:Cu2+ ions migrate towards the cathode where they are deposited

on the cathode as solid copper.Cu2+ (aq) + 2e === Cu(s)The cathode becomes thicker (increases in size).

In next week’s lesson we will examine some questions onelectrolysis.

Francine Tayor-Campbell teaches at Jamaica College. Send questions andcomments to kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

Application of electrolysis

JIS

Coach Glen Mills (left) and founder of the YB Afraid Foundation, sprinter Yohan Blake, distribute donations to the boysat the Mount Olivet Boys’ Home in Walderston, Manchester, on Saturday, December 17.The gift packages were fromAdidas, one of Blake’s major sponsors.