Sixth-form students (from left) Shamoya Richards, Kimone Kilburn

/
JERMAINE BARNABY PHOTOGRAPHER
Sixth-form students (from left) Shamoya Richards, Kimone Kilburn, Shadae Hepburn and Chevetia Henry with Colgate products at the health and wellness fair, CASTAC, for
Camperdown students at institution on Monday, February 16.
YOUTHLINK MAGAZINE | FEBRUARY 24-MARCH 2, 2015
11
yl:history
Emancipation and the apprenticeship
system in the British Caribbean
DEBBION HYMAN
Contributor
OBJECTIVE
At the end of the lesson you should be able to:
1. Describe four terms of the Emancipation Act.
2. Discuss why the apprenticeship system was unsuccessful.
THE EMANCIPATION ACT (CLAUSES)
The Emancipation Act of 1833 ended the system of chattel
slavery in the British Caribbean. The act, though passed in
1833, would not come into effect until August 1, 1834. The act
outlined that:
a) Slave children under six years would be freed immediately;
all others had to enter a period of apprenticeship.
b) Apprentices had to work for their masters 40.5 hours per
week.
c) Praedial (field) slaves were to serve six years apprenticeship
and non-praedial (domestic) slaves to serve four years.
d) Planters would receive a sum of £20 million granted by
British Parliament to compensate for the loss of their
enslaved labour.
e) Planters were expected to continue providing food,
shelter, clothing, medical care and other allowances which
apprentices were accustomed to during slavery.
f) Apprentices could not be sold and they could buy their
freedom before apprenticeship came to an end.
Undoubtedly, the clauses demonstrate that the planters
benefited from the system as they received monetary benefits
and the continuous use of labour. The blacks were placed in a
new system of forced labour, described as apprenticeship.
THE APPRENTICESHIP SYSTEM – ITS AIMS
The British Parliament suggested that the apprenticeship
system was to serve as a period of peaceful transition from
slavery to full freedom. It was also hoped that the system would
guarantee planters an adequate supply of labour during the
period. The planters had expected a flight from the estate if the
enslaved Africans were given immediate freedom. Additionally,
the system would serve as a process for apprentices to adjust to
working for wages. Lastly, it would enable the colonial
governments to revise the system of justice and establish
institutions suitable for a free society.
STIPENDIARY MAGISTRATES AND THEIR DUTIES
Stipendiary magistrates (SM) were placed in charge of
12
overseeing the apprenticeship system in the British Caribbean.
They were retired naval and army officers on half-pay,
appointed from Britain, who were accustomed to rough
conditions and enforcing discipline. They were chosen because
they were not connected to the planter class and it was felt that
they would not be biased.
DUTIES
Their duties included, primarily:
a) Supervising the apprenticeship system.
b) Settling disputes between masters and apprentices.
c) Visiting estates at regular intervals and holding court.
d) Inspecting jailhouses and workhouses.
e) Assisting in fixing the value of apprentices who wanted to
purchase their freedom.
Such duties were strenuous and led to the death of many
SMs, who were not accustomed to tropical conditions and
could not afford the high cost of medical treatment.
CONDITIONS OF EMPLOYMENT
The salary was £300 for the first year, then increased to £450
for travel expenses and housing. There was no pension for
dependents if the SM died in service. There was no sick leave
and he had to pay his own fare back home if he was dismissed
or invalided out of service. These bad working conditions
prevented SMs from performing their duties satisfactorily and
many were easily bribed by planters. They were also
overburdened by work, because they were so few in numbers.
Those who tried to do their duties were sometimes persecuted.
They were abused physically, verbally and in the press. They
were all obstructed in the performance of their duties as
planters sometimes refused to allow them on the estates.
PUNISHMENTS
Apprentices were usually sent to the workhouse. However,
SMs had no control over what happened there. The most
common form of punishment in the workhouse was the
treadmill. There was also the whipping post and apprentices
could be put in penal gangs. Females often had their heads
shaved. Time lost in the workhouse had to be repaid by the
apprentice who would be forced to work for his master during
his free time.
CONTROLLING APPRENTICES ON THE ESTATES
a) It was illegal for apprentices to leave the estate without
written permission.
b) Apprentices were sometimes locked up on false charges,
then the charges would be dropped before the arrival of the
SM.
c) High fees were charged for the use of the markets and for
licences to work off the estates as carpenters, blacksmiths,
etc. These licences and tickets to sell in the markets could be
withdrawn.
d) Low wages were paid to the apprentices, unfair deductions
were subtracted from the wages and sometimes wages were
paid late.
e) Planters would find fault with apprentices’ work, which had
to be done over in the apprentices’ free time.
f) Apprentices’ fruit trees were cut and they were prevented
from owning livestock.
g) The compulsory 401/2 work hours per week were spread
over five instead of four days.
The system of apprenticeship came to an end in 1838 due to
the fact that:
a) The system was not achieving its aims.
b) The anti-slavery society exposed the abuses in the system
and began to campaign for full freedom.
c) The planters feared violence if domestic apprentices were
freed before field apprentices.
d) Many planters believed that it was cheaper not to have to
provide for apprentices and only to employ the number of
labourers they needed.
SUCCESSES OF THE STIPENDIARY MAGISTRATES
a) They listened to complaints from both sides and acted as
a buffer between masters and apprentices.
b) They informed apprentices of their rights; the apprentiices
did not have to listen to gossip or obtain information from
newspapers.
c) They helped apprentices to organise their lives better by
giving advice. However, they had very little to formulate
schemes to improve the social conditions of the
apprentices. They were unable to prevent apprentices from
being punished harshly.
Planters in various British Caribbean colonies noted that
Antigua had moved to full freedom in 1834 and did not
participate in the system of apprenticeship. They were able to
maintain their labour supply on the estates. It is important to
note, however, in the immediate post-apprenticeship period,
that the flight from the estate was intricately tied to the
availability of land in the various colonies.
Debbion Hyman is an independent contributor. Send questions and
comments to [email protected]
YOUTHLINK MAGAZINE | FEBRUARY 24-MARCH 2, 2015
yl:principles of business
Location of industry
YVONNE HARVEY
Contributor
ELLO, FRIENDS. Our task this week
involves the location of industries.
According to the syllabus, at the end of
this lesson you should be able to outline the
factors that determine the location of
industries. Before going into the influences on
location, however, it would be fitting to look at
the term ‘industry’.
H
An industry is made up of a number of
firms producing a broadly similar item or
items that are connected with each other. They
are often recognised by their names, for
example banana and tourist industry.
One of the most important decisions an
entrepreneur has to make when setting up an
industry is where to locate. To consider the
location of an industry means to decide on its
site. The factors which influence the setting up
of an industry can be considered under two
broad headings: The economic influences,
meaning those factors which directly affect
average costs of production, and the noneconomic influences, meaning those factors
which do not directly affect average costs of
production.
ECONOMIC INFLUENCES ON
LOCATION
1. Nearness to the source of raw materials
This is especially important if the raw
materials are heavy or bulky and, therefore,
expensive to transport. For example, bauxite
firms are located close to where bauxite is
mined in order to save on transportation
costs. Where raw materials have to be
imported, closeness to the port where the raw
materials enter the country may influence the
choice of site.
2. Nearness to market
The finished products may be bulky, heavy,
fragile or perishable. In such instances, it
might suit the industry to be close to its
market or its potential customers, as it can be
quite costly to transport such goods over long
distances. For example, eggs are very fragile
and much damage could result from
transporting them over many miles. Despite
refrigerated transport, fruits and vegetables
are highly perishable and should not take a
long time to get to the market. Closeness to
markets in this case will minimise spoilage.
3. Nearness to the source of power
If the power required is only available in a
particular area, then efforts will be made to cut
costs by locating close to that source of
power. For example, after the Industrial
Revolution in England, the main source of
power was coal, which was heavy and costly
to transport. Many industries that relied on
coal for power were located near to the coal
fields. This influence on the location of
industry has become less important in recent
times as many industries rely on electricity,
which is readily available and can be
transported at affordable costs.
4. Nearness to suitable labour
Labour is reluctant to travel long distances,
so industries tend to locate where the labour
they require exits. Availability of suitable
labour in the area of location is influenced by
the degree of social amenities that exist in the
area, such as housing and medical facilities. If
sufficient suitable labour is not available in
the area of location, it can be very expensive
to transport the labour to where the industry is
located. Highly technological industries are
sited where highly skilled labour is available.
5. Land
Land in cities and towns is expensive to
rent or buy. Therefore, the industry has to
weigh the importance of being located in
these areas with the cost of land. If it is not
very important to be in the town or city, then
the industry can locate further out where the
cost of land to rent or buy is cheaper, thus
cutting down on average cost of production.
6. Access to transport
Most industries concentrate near to major
highways to have easy access to raw materials
and markets. In the case of industries that
export, closeness to rail, sea and air transport
are important factors in the low cost of
production.
7. Infrastructure
Industries require roads that are in good
condition, efficient telephone services, and
reliable supplies of electricity and water.
Where these are lacking, the result is loss of
production and increased costs.
8. Linkage industries
Whether the linkages are backward or
forward, an industry may choose to locate
near to other industries on which they depend
in order to save on transportation costs. For
example, suppliers of drilling equipment will
locate near oil or gas fields.
LET US NOW CONSIDER SOME OF
THE NON-ECONOMIC INFLUENCES
ON LOCATION
1. Climatic conditions
This is important to some industries,
particularly those involved in agricultural
products. The cotton industry, for instance, is
located near to soft water, necessary for
washing the cotton. Rice and bananas require
heavy rainfall, while coffee requires a cool
climate, for example, the slopes of the Blue
Mountains in Jamaica.
2. Government influence
Through various incentives, governments
can encourage or motivate the location and/or
YOUTHLINK MAGAZINE | FEBRUARY 24-MARCH 2, 2015
relocation of industries. They may do this to
help develop depressed areas with high
unemployment. For example, they may offer
industries duty-free concessions on raw
materials if they are willing to locate their
industries in rural rather than urban parts of a
country.
3. Nature of activities
If industries are producing items that are
environmentally unfriendly, government may
place restrictions on where they can be
located. Often, industrial estates or special
zones are reserved for location of such
industries.
4. Industrial inertia
Many industries locate in an area and
remain there even though the original reason
for siting in that area no longer exists.
5. Political stability
Industries require areas that are politically
stable, as political warfare can seriously affect
the operations of the industry and this will
ultimately affect production and cause average
costs to rise.
Industries will weigh the factors influencing
location against each other in deciding on
where to set up. However, despite all these
factors, location may depend on accident or
traditions.
Your task this week is to take one important
industry that has been established in your
country and discuss what factors determined
its location. Consider economic and noneconomic influences.
Bye for now.
Yvonne Harvey is an independent contributor. Send
questions and comments to
[email protected]
13
yl:english language
Developing
short
stories
MELISSA MCKENZIE
Contributor
Students, this week’s focus is on the different ways we
can open stories and develop plots. Consider the sentence
prompts below.
Jean could not believe her eyes. He had returned after all
these years. Write a story which begins with these
sentences.
Below, I have provided you with an example of an
ineffective way to narrate a story.
Jean could not believe her eyes. He had returned after all
these years. She walked towards him and asked him what
he was doing here and he told her that he was sorry for
leaving the way he did so many years ago. She told him to
go away and he asked her to give him another chance and
she said no and she walked into the house.
You will note that the setting has not been established,
the thoughts/feelings of Jean have not been engaged and
descriptions of the ‘he’ character are missing.
Here is a better way of narrating the events above.
Jean could not believe her eyes. He had returned after all
these years. The last time she had seen him, she had
watched him walking out the door with tears streaming
down her eyes. Jean remembered the pain she had felt and
the blame she had attached unto herself. If she had been a
better wife, he would not have left her. Now, here he was,
her prodigal husband, David. He stood at the front gate, a
lesser version of himself. His hair that had been full and a
lustrous black was now thinning. His once-handsome face
looked worn and wrinkled. He looked gaunt, defeated. For
some reason she felt pity and wondered at his reason for
being here. He smiled weakly and beckoned to her.
Please note that the thoughts of the main character are
engaged and the reader is provided with pertinent
descriptions of David. You are encouraged to develop your
stories in this way. It takes practice but it can be done.
Here is another story option.
Debra clutched her bag in her hand. As she walked down
14
the road she knew she was making the right choice. Write a
story which ends with these sentences.
Debra stared at herself in the mirror and blinked back the
tears that sprung to her eyes at the horror that was being
reflected. How had it gotten so bad? Why had she allowed
it to get so bad? Her left eye was swollen shut and was a
ghastly purplish-blue colour. Her ribs throbbed in pain
and, as she lifted her hand, the pain that lanced through
her arm caused her to gasp. Was it broken? So many times
her mother had warned her. So many times she had made
excuses and forgiven him. Debra had no excuses now, just
this unrelenting pain and betrayal that the man who had
sworn to protect and love her would cause such agony. No
more. No more. The time had come for her to leave.
Do you see where both stories are leading? All the
events in the stories can take place in the same location. In
the first example, after he beckons to her, you can describe
how she responds to his gesture physically. Also, does she
say anything to him? Finally, does the setting play a
significant role? Ultimately, the story will focus on what
she does now that her husband has returned. You have
these options:
David begs forgiveness and asks for a second
chance.
Jean does not go over to him but instead goes back
into her house, closing the door on him in a symbolic
gesture.
David returns to ask for her forgiveness, claiming he
needs it before he dies.
Consider the second example. Now that Debra has made
up her mind to leave, what happens next? Here are some
things you must consider as you develop those events:
The husband’s whereabouts and how the possibility
of his return impacts her actions/feelings.
The reasons behind this latest act of abuse.
Is there a moment when she believes her husband
has returned? How does she react to this possibility?
The setting and its impact on her state of mind. Are
there things in her room or in the house that trigger
particular emotions or engage internal conflict?
Does she contact anybody? Who? Her mother?
What causes her to gain the strength to leave?
It is by engaging these aspects of the story that you will
be able to develop an interesting plot. Remember, you are
telling a story. The story is taking place in a specific
location and characters are involved. Use your words to
elaborate on the setting, thoughts and actions of the
characters.
Next week I will provide you with a sample of one of the
story options above.
yl:biology
The
heart
MONACIA WILLIAMS
Contributor
AST WEEK we looked at certain aspects of the heart; its
structure and a little bit about how it functions. This
week, we will continue our study of the heart. Oops, I am
forgetting my manners. How are you all? Having a good week?
I hope you have been and that you have found your study
rhythm, so your preparation is going well!
L
HOW DOES THE HEART PUMP BLOOD?
The heart pumps blood when its muscles contract. As they
contract, the heart gets smaller and blood is squeezed out from
it. Do you remember its structure? Do you remember that it has
a right side and a left side and that the two sides are completely
separated from each other? Of course, you do! Well, even
though they are completely separated from each other, the two
sides of the heart work together; both the right and left atria
contract at the same time and the right and left ventricles
contract at the same time. They can work in perfect harmony
because the blood found in the left side cannot mix with the
blood in the right side. After the chambers contract, they relax
and get bigger so blood flows into them. One complete
relaxation and contraction of the heart is known as a heartbeat.
The heartbeat is controlled by an area found in the wall of the
right atrium. This is known as the pacemaker and is also known
as the sino atrial node. The pacemaker also receives
information from the brain, causing it to slow down or speed up
the heartbeat.
The term given to the period of relaxation of the heart is
diastole and the term given to the period of contraction is
systole. During diastole and systole the valves control the
direction in which the blood flows.
Let us take a closer look at diastole. During diastole:
All the muscles of the heart are relaxed.
The mitral and tricuspid valves open.
The semilunar valves close.
Blood enters the atria.
Let us now look at systole. This occurs in two stages. It
begins with the atria and then progresses to the ventricles:
Melissa McKenzie teaches at Old Harbour High School. Send
questions and comments to [email protected]
YOUTHLINK MAGAZINE | FEBRUARY 24-MARCH 2, 2015
CONTINUED ON PAGE 22
yl:office administration
HYACINTH TUGMAN
Contributor
RGANISATIONS WHICH exist for the purpose of making
a profit must generate sales so that they can dispose of
goods. These goods may be purchased as raw
materials, as semi-finished goods for processing, or in their
finished form.
O
Sales are the means of obtaining revenue, especially if profit
is the main purpose of the business. There must be large
enough volume of sales, in terms of quantity sold and dollars
earned, to have profit after disbursement.
I will now identify some functions of the sales office.
1. MAINTAINING SALES
Keep records of all sales
Correspond with customers
Issue price list
Send quotations and letters in reply to enquiries
Keep an up-to-date mailing list
Process customers’ orders
Discuss the complaints of customers with the
production department with a view to improving the
product(s)
Inform factory or shipping department of - goods required
- delivery date
- address to which goods must be sent
- method of transportation to be used
The
sales
office
Some companies add the name and address of every
Copies of the sales order must be distributed to the
departments which are involved in the processing of the sale.
A reliable sales clerk is an asset to any business as his/her
duties include:
preparing sales documents.
supplying information.
distributing literature, brochures, price lists.
following up on orders.
liaising with other departments.
answering queries.
maintaining mailing lists.
PROCESSING THE SALES ORDER
/
JERMAINE BARNABY PHOTOGRAPHER
Camperdown High School students stand in line to
do eye examinations at the health and wellness fair,
CASTAC, at the institution on Monday, February
16, 2015.
Let’s look at how the sales office deals with enquiries.
There are important factors to be considered.
Sales opportunities can be lost, and the firm’s survival
threatened if inquiries are not answered and delivery dates are
not met promptly.
The accounting department must ensure that bills and
invoices sent out are accurate.
3. ORGANISING PROMOTIONAL ACTIVITIES
DEALING WITH ENQUIRIES
For the success of any business, all departments must work
together. Let’s look now at the relationships of the sales office
with other departments. The sales department must liaise with
other departments to ensure that orders are speedily
processed.
The despatch/shipping department must ensure that the
goods are properly packaged and delivered on time.
This calls the public’s attention to the good points of a
product or service and induces the consumer to buy it, which
can result in an increase in sales.
The sales office is responsible for giving up-to-date
information on sales to the managing director of the company.
RELATIONSHIPS WITH OTHER DEPARTMENTS
The credit manager must be informed of the request for
goods by the purchaser. It is his/her responsibility to check
whether the purchaser has paid for previous orders as agreed
or, in the case of new client, he/she must make enquiries
about his/her credit worthiness before approving.
2. ADVERTISING
Sales promotion is designed to give a rapid sales boost to a
product. Anything that promotes or encourage sales may be
considered as sales promotion, for example:
Temporary price reduction
Free gifts
Free sample
Special price sale.
serially numbered
include all the details given on the enquiry
state a price
state the terms of sale (cash, credit/hire purchase) and
delivery terms.
enquirer to their mailing list so that brochures and price lists
can be sent to them periodically.
There are several stages that the sales office uses to process
an order. Multiple copies of the order are prepared. Copies for
the sales office and the shipping department are essential. In
the office, a copy is given to the pricing clerk who enters the
codes, lists prices and rates of discounts, and calculates
totals. The copy is given to the credit manager, who has the
authority to approve and state the terms of sale. Obviously,
each step in this process requires different documents. These
we will discuss in our next lesson.
Continue to work hard and see you next week.
The reply to an enquiry may be a letter or a quotation on a
printed form and should be:
dated
Hyacinth Tugman is an independent contributor. Send questions and
comments to [email protected]
YOUTHLINK MAGAZINE | FEBRUARY 24-MARCH 2, 2015
15
yl:social studies
The need for physical resources
MAUREEN CAMPBELL
Contributor
ETHNIC COMPOSITION: JAMAICA’S ETHNIC COMPOSITION FOR 2001
OBJECTIVES:
EXPLAIN AND use correctly the
concepts human and physical resources.
Describe the structure and
characteristics of a population.
A resource may be defined as anything
available to us that we can use to meet our
needs and wants. It may be further seen as
persons, assets, materials or capital which
can be used to accomplish a goal.
WHY DO WE NEED RESOURCES?
Resources, if well used/harnessed,
increases wealth.
It is essential in order to meet our needs
and wants.
It helps in the proper functioning of a
system.
Most of all, the possession of
resources enhances an individual’s wellbeing.
TYPES OF RESOURCES
There are two types of resources: human
resource and physical/natural resources.
Natural resource includes land, rivers,
forests, marine life and minerals. From these
examples, it may be deduced that a natural or
physical resource is anything obtained from
the environment to satisfy human needs and
wants.
Human beings, with the skills, time,
energy, knowledge, talents and abilities they
possess, are referred to as human resources.
This is emphasised through the labour that
they provide and their other attributes,
especially in the organisations of which they
are a part; these are all considered to be
resources.
The term ‘human resources’ describes the
16
Ethnic Group
African
East Indian
Chinese
Europeans
Other
human work effort, both physical and mental,
used in the production of goods and services.
Human resources, like the other productive
resources, are considered scarce. That is,
human resources are not freely available in
unlimited quantities. This is why producers
must pay wages and salaries to obtain the
human resources they need to produce goods
and services.
Not all human resources are equally
valuable to producers. Some workers are not
highly skilled (less scarce), compared to
others, and do not earn as high a wage. Very
skilled and educated workers are typically
very productive and, therefore, are highly
valued by employers. These workers usually
command a high wage/salary. Examples
would be a star athlete or brain surgeon.
POPULATION STUDIES
The human population acts as an economic
resource because the individual members are
able to use their abilities, skills and energies.
People contribute through physical or creative
work, they invent new technologies and create
new products, developing human resources
and by raising a new generation.
Population may be defined as the total
number of persons inhabiting a country, city
or any specified geographical area at any one
time. It is, therefore, the body of inhabitants of
a place. The study of populations is known as
demography.
Percentage of the Population
97.7
1.3
0.2
0.2
0.6
CHARACTERISTICS/COMPOSITION
OF A POPULATION
The composition of a population is the
make-up or distribution within a group of
people of specified individual attributes such
as sex/gender, age, religion, marital status,
education, occupation and ethnicity.
Every human population has a size,
which is referred to as the total population in
a country. There is also a population age
structure which shows the proportion of each
age group in the population.
Every population has a male-to-female
ratio and they also have people in different
age groups. This is referred to as the balance
of males to females. Variations can have
implications for procreation, employment and
health services. Age and sex ratio are two
attributes that largely influence an individual’s
role in society. Age structural dynamics
includes fertility, mortality, as well as related
changes in family planning and social
arrangements.
Countries must respond to the needs of
any particular ethnic group and promote
programmes calling for tolerance, awareness
and understanding of the different groups so
that coexistence becomes possible.
Religion plays a very vital part in the
lives of people in the Caribbean. We are
privileged, so far, to have laws that protect
YOUTHLINK MAGAZINE | FEBRUARY 24-MARCH 2, 2015
people’s right to freedom of expression and
freedom of religion. The most common
religion in the Caribbean is Christianity, with
several religious faiths such as Seventh-day
Adventist, Anglican, Baptist, Roman Catholic,
and the list goes on.
The working-age population consists of
people aged between 15 and 65. The size of
the working population is determined by
employment opportunities, activity rates
within the group, and the number of people
over the normal retirement age who continue
to work. We practise job specialisation as we
are engaged in a variety of occupations. We
possess different skills, talents and abilities
which are used to produce goods and
services. There are professionals, fishermen,
farmers, mechanics, and the list goes on.
ACTIVITY:
Find the meaning of the following concepts
and terms associated with human and
physical resources.
a. Concepts related to human resources
Population, birth rate, death rate, natural
increase, life expectancy, infant mortality rate,
fertility rate, migration, immigration,
emigration, net migration, brain drain,
urbanization, depopulation, population
density, population distribution, dependency
ratio, employment, unemployment,
underemployment, unemployable, labour
force, sustainable development, population
census and human resource.
b. Concepts related to physical resources
Development, environment, conservation,
energy, renewable resource, natural resource,
non-renewable resource, infrastructure, food
security, pollution, conservation, global
warming, greenhouse effect.
Maureen Campbell teaches at St Hugh’s High School.
Send questions and comments to
[email protected]
yl:chemistry
Electrolysis
Cations are positive ions; they travel towards the cathode
during electrolysis. For example, H+, Na+, Cu2+ where they
may gain electrons (Cu2+ + 2e -----> Cu).
A typical electrolytic cell containing the electrodes and salt
solution.
In the electrolysis
of molten substances,
only two kinds of ions
are present and both are
discharged. The cation
is discharged at the
cathode where it gains
electrons (reduced) and
forms atoms. The
molten metal generally
coats the cathode. The anion is discharged at the anode by
losing electrons (oxidised) and forms atoms.
Example: molten lead bromide
p
Dr Babu Santosh (right), research coordinator at the University of the West Indies (UWI) Dental
Programme, guides Aneke Salazar, third-year dental student, through the correct procedure for pulling a
tooth, while other students in the programme look on. The demonstration occurred during the first day
of the UWI Mona Research Days 2015 Exhibitions on the Mona campus on February 9.
At the anode: 2 Br- = Br2 + 2e – bromine gas is given off.
At the cathode: Pb2+ + 2e = Pb (s) – solid lead forms at the
cathode.
ELECTROLYSIS OF MOLTEN SODIUM CHLORIDE
FRANCINE TAYLOR-CAMPBELL
Contributor
ELECTROLYSIS IS the decomposition of an electrolyte
by an electric current. This is carried out in an electrolytic cell.
An electrolyte is a molten compound or the solution of a
compound, which conducts an electric current and is
decomposed by it.
Weak electrolytes consist mainly of molecules with
relatively few ions, for example, weak acids and weak bases
such as ethanoic acid and aqueous ammonia. In solution, a
large proportion of the molecules remain undissociated
+
NH3 (aq) + H2O (l) == NH4 (aq) + OH (aq).
The ions are only free to move when molten or in
solution.
The electrodes in the electrolytic cell are the anode,
which is the positive electrode, and the cathode, which is the
negative electrode. During electrolysis, the anode gains
electrons and the cathode loses electrons. Electrons flow from
the anode to the cathode in an electrolytic cell.
Electrolytes contain ions, which are charged atoms, or
charged radicles (groups of atoms) which carry the electric
current. For example, Na+, OH-.
Electrodes which react and take part in electrolysis are
called active electrodes. Those which do not are called inert
electrodes.
Strong electrolytes consist totally of ions; that is, they
are fully ionised, for example, all salts, strong acids and
alkalis. These have high electrical conductivity.
Anions are negative ions; they travel towards the anode
during electrolysis. For example, OH-and Cl- where they may
give up electrons (2Cl-(aq) -----> Cl2(g) + 2e).
In a molten substance such as NaCl (l), two ions are present;
a positive ion (cation) Na+ and a negative ion (anion) Cl-.
At the cathode: Na+ migrates towards the cathode (negative
electrode) and gains electrons to form Na, which is deposited
on the electrode.
Reaction: Na+(l) + e ------> Na (s)
At the anode: Cl- ions migrate towards the anode (positive
electrode) and lose electrons to form chlorine gas.
Reaction: 2Cl-(l) ------> Cl2(g) + 2e
Francine Taylor-Campbell is an independent contributor. Send questions
and comments to [email protected]
YOUTHLINK MAGAZINE | FEBRUARY 24-MARCH 2, 2015
17
yl:information technology
Control
statements
This program will read a set of integer numbers and calculate the sum and average of the
numbers.
numbers.
Sum
0
Counter
0
Read number
While number < > 999 do
Sum
Sum + number
Terminating value is
999
This is the block of instructions that will execute. Sum
will continue to increase, counter will increment and the
program will continue to read a number until the
condition is met, which is when the user enters 999 the
program will end or terminate.
Counter
Counter + 1
Read number
Endwhile
Average
Sum/Counter
Print “The sum is”, Sum
Print “The Average is”, Average
The symbol < > is a logical operator which means ‘not
equal to’.
NATALEE A. JOHNSON
Contributor
GOOD DAY, students. This is lesson 22 in our series of IT lessons. This week, we will
continue to look at control statements and flow charts.
Example 2
This while loop will continue to execute as long as sum is less than a 1000. In this case no pretest
or post-test is necessary.
THE WHILE LOOP
Start
num
sum
The while loop syntax is shown below:
10
0
condition use to
control loop
While sum < 1000 do
sum
sum + num
num
num + 5
Endwhile
Print sum
Stop
While Variable not equal to Control_Variable Do
Block Statement(s)
Endwhile
The ‘while’ loop is an example of an indefinite loop; it facilitates the repetition of a block of
instructions until a certain condition is met. No one knows exactly how many times the block
statements (instructions) will be carried out. Using the same example of having a bowl of ice
cream with jello, no one can tell how many scoops it would take that will fill your stomach. It
depends on the size of your stomach and the size of the spoon. The algorithm would look
something like this:
FLOW CHART VERSION FOR EXAMPLE 2
Start
0
Sum
Counter
0
EXAMPLE 1
Read
number
pre-test
Is my stomach empty?
While stomach not full do
fill spoon with ice-cream and jello
lift spoon to mouth
swallow ice-cream with jello
Is my stomach empty?
Endwhile
Block of instructions is
carried out for an
indefinite number of
times
post-test
While
number < >
999
No
Yes
The while loop structure can have a pretest and post-test to help with the execution of the
loop while, in some instances, the while loop will continue to execute until the condition is met.
Sum
Sum + number
Counter
Please note: You use the while loop when you do not know exactly how many times a block
of statements will be carried out. In this case, there will be some terminating condition.
Counter + 1
Read
number
EXAMPLE 2
Write a pseudocode algorithm to read a set of integer numbers terminated by 999. The
pseudocode should find the sum and average of the numbers. The algorithm should also output
the sum and average of the numbers.
PSEUDOCODE VERSION
Average
Sum /Counter
Print “The sum is”, sum
Print “The average is”,
Average
CONTINUED ON PAGE 22
Algorithm Sum_and _Average
18
YOUTHLINK MAGAZINE | FEBRUARY 24-MARCH 2, 2015
yl:principles of accounts
YOU ARE REQUIRED TO:
Sole trader
and
adjustments
a. Prepare the trading account, showing clearly the cost of sales and the profit and loss
account for the year ended December 31, 2013.
b. Construct the balance sheet as at December 31, 2013.
REASONING:
[>1] This 1/4 of wages expense has to be added to purchases.
[>2] The three months are November, December and January. The value for January, $150, is
prepaid.
[>3] Interest per year 10% x $3,000 = $300. Another six months still accrued $150.
WORKINGS
ROXANNE WRIGHT
Contributor
ELOW IS a worked example of a final account. This question has a number of principles
that will help you to grasp and understand their use. Go through and try to retain as much
as possible.
B
SOLUTION
a)
Trading profit and loss accounts for year ended December 31, 2013
QUESTION
Paul Doyley is a merchant dealing in imported goods. The following balances were extracted
from the books of the business on December 31, 2013.
b)
Balance sheet as at December 31, 2013
THE FOLLOWING ADDITIONAL INFORMATION IS AVAILABLE:
i. Stock at December 31, 2013 was valued at $5,375.
ii. One quarter of the wages expense was for the cost of repackaging the goods for sale. [>1]
iii. The rent and rates amount given above includes rent of $450 paid for the three months
ended January 31, 2014. [>2]
iv. Interest on the loan is at the rate of 10% per annum and has been paid to June 30, 2013.
[>3]
v. Motor vehicles are to be depreciated by 20%.
vi. A provision for doubtful debts of 3% of debtors is to be made.
This is an appropriate point at which to end this week’s presentation. 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 a presentation on partnership. See you then.
Roxanne Wright teaches at Immaculate Academy. Send questions and comments to
[email protected]
YOUTHLINK MAGAZINE | FEBRUARY 24-MARCH 2, 2015
19
yl:english literature
BERYL CLARKE
Contributor
ET IT never be said that you are so eager
to show off your knowledge that you do
not listen. You see, we all have to listen
in order to learn, especially in a classroom
setting. I hope that you are aware of the
discussions taking place about the
performance of Jamaican candidates in the
recent CXC CSEC English language exam. As
students of literatures in English you have a
chance to sharpen your skills of summary,
analysis, clear and accurate expression and
spelling. Please make use of this opportunity.
L
I did promise you, didn’t I, that this week
we would consider the poet’s style as used in
Dulce et Decorum Est. First, though, I think
that you may find it useful for us to think
about the word style. Style is the way the
writer, whether you, yes you, a novelist, a
playwright or a poet tells what he wants to his
audience. Now, what do I mean? I am saying
that the words that the writer chooses, the way
he arranges these words into sentences, the
length of each sentence, the repetition of the
words, the images, figures of speech and
references combine to form his style. Focus a
bit more and you will realise that these are the
same words that, by their arrangement, can
create joy, sadness, bitterness, laughter or
hopelessness.
Please read the poem under discussion
again. Do you see how Wilfred Owen does not
only tell a story but also creates the tone,
gives us a perspective and even forces us to
take a side in the argument that he sets up.
Just remember that you, too, have your own
style of expression, both oral and written. In
the same way that, as an individual, you dress
in a particular way, so too you choose and use
words in your own unique manner.
Sometimes, as human beings, we copy or
borrow terms and phrases from others, but
this should not be at the expense of our own
creativity. Let me encourage you, therefore,
not be intimidated by CXC’s requirement that
you take the writers’ style into account.
The first thing you would have noticed in
the poem is the image of the soldiers looking
tired, worn out and broken. Well, so what?
These are men who have been in battle and
20
Dulce et
Decorum Est
soldiers? If the speaker has presented them in
a different light, try to work out his reason for
so doing. How effective are the images and
how do they make you feel? What is the mood
created by the images?
1. Many had lost their boots but limped
blood-shod.
2. All went lame; all blind; drunk with
fatigue; deaf even...
3. And floundering like a man in fire or
lime...
4. Dim, through the misty panes and thick
green light,
As under a green sea I saw him drowning.
In all my dreams, before my helpless sight,
He plunges at me, guttering, choking,
drowning.
5. And watch the white eyes writhing in his
face
His hanging face like a devil’s sick of sin;
/
ANTHONY MINOTT FREELANCE PHOTOGRAPHER
Doran Dixon (left), president of the Jamaica Teachers’ Association (JTA), hands
over the championship trophy to St Andrew parish teachers after they
defeated St Catherine parish teachers 19-14 in the final of the JTA Netball
League at the G.C. Foster College recently. St Andrew were winning the title
for the fourth straight year.
their appearance is understandable. The men
are coughing, perhaps, because of the gun
smoke or because they are ill.
not old! Of course, we may conclude that he
wants us to see this as one of the real results
of war.
Pause a bit, though, and look at the word
‘hag’, then ask how it could be used
appropriately here. Imagine that soldiers are
being compared to an old woman - a witch! It
seems that the speaker is telling us that the
men look old and frightening. Indeed, they are
Now, hear what I would like you to do.
Please examine the following images. To
which of your senses do they appeal?
Traditionally, we associate certain images with
soldiers or the army. Do all the images below
conform with the impression you have of
‘Some people seem to know more when
you try to tell them something than
when you ask them something.’
YOUTHLINK MAGAZINE | FEBRUARY 24-MARCH 2, 2015
6. If you could hear, at every jolt, the blood
Come gargling from the froth-corrupted
lungs,
Obscene as cancer, bitter as the cud
Of vile incurable sores on the innocent
tongues,
Let us see what else there is of style that we
can talk about. I have noticed, as I’m sure you
have, that the lines rhyme alternately and that
there are some run-on lines. I wonder what
reason the speaker has for writing in this way.
I am sure that you can find comparisons and
references which help to create the picture of
war that the poet wishes. Remember how the
soldiers are compared to hags. Identify others
and think of the purpose(s) they serve? You
should account a) for the fact that the word lie
in the penultimate line begins with a capital
letter, and b) the use of the word flung in the
second line of the last stanza.
I find this a very moving poem. How do you
feel? Take care and God bless!
Beryl Clarke is an independent contributor. Send
questions and comments to
[email protected]
yl:mathematics
Practice questions
CLEMENT RADCLIFFE
Contributor
WILL, in this week’s lesson, present the solutions to
questions similar to ones presented in external
examinations. They are presented for your guidance and you
are encouraged to keep these solutions for your final review
just prior to the external examinations.
I
1. 0.625 written as a common fraction is
(A) 3/5
(B) 5/7
(C) 11/16
(D) 7/8
Solution:
0.625 = 625 = 5 . Answer therefore is (B)
1000 8
2. Expressed in standard form, 4372.16 =
(A) 4.372 x 10-3
(B) 4.372 x 10-4
4
(C) 4.372 x 10
(D) 4.372 x 103
Solution: 4372.16 = 4.372 x 103 . Answer is (D)
3. A quadrilateral whose diagonals are perpendicular to each
other but unequal is a
(A) rhombus
(B) trapezium
(C) rectangle
(D) square
Solution: Answer is (A)
4. 6p + 4r =
5q 3s
(A) 10pr
8qs
(B) 24pr
8qs
(C) 6ps + 4 qr
15qs
(D) 18ps + 20 qr
15qs
Solution: 6p + 4r = 18ps + 20qr
5q 3s
15qs
The LCM of 5q and 3s is 15qs, adding
Answer is (D)
6. (-3)2 + (-2)3 =
(A) - 17
(B) 0
(C) 1
(D) 12
Solution: (-3)2 + (-2)3 = 9 - 8 = 1. Answer is (C)
7. The original price of an article was $240.00. The price is
increased by 121/2%. The new price of the article is
(A) $210.00
(B) $228.50
(C) $252.50
(D) $270.00
40
C
Solution: Using the LCM of the denominators a(a - 3)
2+3+3
a-3 a
2 x a + 3( a - 3) = 2a + 3a - 9 = 5a - 9
a(a - 3)
a(a - 3) a(a - 3)
2. P is the point (2, 4) and Q is the point (6, 10)
Calculate the: (i) gradient of PQ (ii) midpoint of PQ
(iii) length of AB.
Solution: Given P (2, 4) and Q (6, 10)
(i) The gradient of PQ = y2 - y1 , Substituting
x2 - x1
m = 10 - 4 = 6 = 3
6 - 2= 4 2
(ii) The midpoint of M =
x2 + x1 , y2 + y1
2
2
= 6 + 2 , 10 + 4
2
2
=(4,7)
f
Solution: Since cost price is $240 and the price is increased
by 121/2%,
112.5% of $240 = 112.5 x $240
100
225 x 240 = $270. Answer is (D)
200
(iii) Let the length of AB = L
L2 = (x2 - x1)2 + (y2- y1)2 substituting,
L2 = (6 - 2)2 + (10 - 4)2
L2 = 16 + 36 = 52
L = √52
8. 5(2x - y) - 2(3y - 5x) =
(A) -11y
(C) 5x-7y
3. f and g are functions defined as follows:
f: x -----> 7x + 4
g: x -----> 1
2x
(B) 2x-6y
(D) 20x -11y
Solution: 5(2x - y) - 2(3y - 5x) = 10x - 5y - 6y + 10x = 20x -11y
Answer is (D)
CONTINUING WITH ESSAY-TYPE QUESTIONS.
1 (a) Given x = 3, y = -2 and z = 0, evaluate
(i) 5x - 3y + 7z
(ii) xz
Solution:
(i) 5x - 3y + 7z = 5 x 3 - 3 x -2 + 7 x 0 = 15 + 6 + 0 = 21
(ii) xz = 30 = 1
2
(ii) 2y - 11y + 15
Solution:
(i) 7mp2 + 14m2p = 7mp(p + 2m) (common factor)
(ii) 2y2 - 11y + 15 = (2y - 5)( y - 3) (quadratic factors)
10cm
A
Solution: Using the sine ratio, sin 400 = AB
10
AB = 10 sin 400. Answer is (A)
1 (b) Factorise completely,
(i) 7mp2 + 14m2p
B
5.
In the figure above, angle BAC = 900, angle ACB = 400 and
BC = 10cm. The length of AB, in centimetres, is
(A) 10 sin 400
(B) 10 cos 400
(C) 10 tan 500
(D) 10 cos 500
2+3+3
a-3 a
1(c) Write as a simple fraction in its lowest terms
Calculate: (i) g(3)
(ii) f(-2)
(iii) f-1(11)
Solution:
(i) Since g: x -----> 1 , therefore g(x) = 1
2x
2x
g(3) = 1
=1
2x3
6
(ii) Since f: x -----> 7x + 4 f(x) = 7x + 4
f(-2) = 7 x - 2 + 4 = -10
therefore f(-2) = -10
(iii) Since y = f(x) = 7x + 4 y = 7x + 4
y - 4 = 7x, therefore x = y - 4 . Interchanging y for x
7
y=x-4 =
f -1(x) = x - 4
7
7
f -1(11) = 11 - 4 = 1
7
f -1(11) = 1
CONTINUED ON PAGE 22
YOUTHLINK MAGAZINE | FEBRUARY 24-MARCH 2, 2015
21
yl:information technology
yl:biology
CONTINUED FROM PAGE 14
CONTINUED FROM PAGE 18
ATRIAL SYSTOLE
Stop for example 2
Flowchart version
start
ANGINA
The muscles of the atria contract.
The muscles of the ventricle are relaxed.
The semilunar valves of the pulmonary artery and
the aorta remain closed.
Blood flows from the atria into the ventricles.
VENTRICULAR SYSTOLE
! "
! #
$%
& "###
sum
num
sum + num
num + 5
print sum
The muscles of the atria relax.
The muscles of the ventricle contract.
The tricuspid and the mitral valves close.
The semilunar valves open.
Blood flows from the ventricles into the pulmonary
artery and the aorta.
We have been looking at the heart’s sending blood to all
parts of the body, but we have not looked at how it is
supplied with blood. So how does it get blood? Does it
need blood? Yes, it does. It is a living tissue and it has
work to do, hence it needs oxygen and digested food like
any other living tissue. It also needs to get rid of waste
material. So then, how does it do it? It does this by having
its own artery and veins. The heart receives its oxygenated
blood and digested food from the coronary artery and its
waste material is removed by the coronary vein. Are you
clearer now as to the tremendous work that this fist-size
organ is carrying out in your body? Of course, you are and,
because of this, you will need to take very good care of it.
Neglect its care to your peril!
HEART DISEASES
yl:mathematics
22
This happens if the heart muscle does not receive
adequate oxygen. Lack of oxygen causes damage to heart
tissue; if the heart muscle is extensively damaged, then it
can result in death. If the damage is less severe, the person
will survive but needs to change his/her lifestyle in order
to prevent future attacks.
CONTINUED FROM PAGE 21
4. Mr Mitchell deposited $40,000 in a bank and earned simple interest at 7% per annum
for two years.
(i) Calculate the amount he will achieve at the end of the two-year period.
(ii) Mr Williams bought a plot of land for US$40,000. The value of the land appreciated by
7% each year.
Calculate the value of the land after a period of two years.
Solution:
(i) Principal = $ 40,000, at rate at 7% for 2 years
Simple interest = 40,000 x 2 x 7 = $ 5, 600
100
This occurs when a branch of the artery is totally
blocked, cutting off the oxygen supply to that section of the
heart.
CARDIAC ARREST
This occurs when the heart stops beating altogether.
Death occurs if the heart is not restarted immediately.
Heart disease can be avoided by:
TAKING CARE OF YOUR DIET
- Eating more poultry and fish - avoiding fat
- Eating less fried food
- Eating less red meat
- Eating more fresh fruit and vegetables.
TAKING REGULAR EXERCISE
- Not smoking
There are certain things which are thought to trigger
heart disease. These are known as risk factors. Some risk
factors cannot be avoided. These include:
YOUR GENES
Heart disease tends to run in families.
The chances of getting heart attack increases with age.
YOUR SEX
Men are more likely to get heart attack than men.
CORONARY HEART ATTACK
Natalee A. Johnson teaches at Ardenne High School. Send questions and
comments to [email protected]
THROMBOSIS
YOUR AGE
There are certain diseases that are associated with the
heart. These diseases are termed lifestyle diseases because
they are mostly brought about by how we treat our bodies.
stop
We have come to the end of this lesson. See you next week when
we will continue to look at control structures and flow charts.
Remember, if you fail to prepare, you should be prepared to fail.
This occurs when the coronary artery is partially
blocked, causing chest pains when the heart works hard,
for example, during exercise.
Once again, you need to take care of your heart. You
cannot survive without it!
See you next week!
Monacia Williams is an independent contributor. Send questions and
comments to [email protected]
The amount earned = Principal + Simple interest = $40,000 + $5, 600
= $45, 600.
(ii) Cost of the land is US$40,000.
Since it appreciated by 7% each year, the value at the end of the first year is
40,000 x 107 = US$ 42, 800
100
Have you noted the difference in earning between simple interest in 4 (i) and compound
interest in 4(ii).
Clement Radcliffe is an independent contributor. Send questions and comments to
[email protected]
YOUTHLINK MAGAZINE | FEBRUARY 24-MARCH 2, 2015