yl:social studies

MAUREEN CAMPBELL
Contributor

No higher duty or more solemn responsibility rests upon this Court than that of translating into living law and maintaining this constitutional shield ... for the benefit of every human being subject to our Constitution - of whatever race, creed, or persuasion.
- Hugo Black, 1940 JUDICIARY BRANCH OF GOVERNMENT/STRUCTURE OF THE JAMAICA COURT SYSTEM

Justice is served
Judicial Services Commission. The chief justice is nominated by the governor general with the prime ministers approval, after consultation with the leader of the opposition.

THE RESIDENT MAGISTRATES COURTS

These are referred to as inferior courts of record with broad jurisdiction over common-law actions, cases involving land, issue of warrants, granting of bar and dancehall licences, preliminary inquiries and inquest into suspicious or unknown causes of death. There is one such court in each of the 14 parishes across the island. Within the Resident Magistrates Courts jurisdiction are courts such as the traffic and family courts.

THE PETTY SESSION COURT

This is presided over by justices of the peace. The Justices of the Peace Jurisdiction Act confers various powers on the justice of the peace, including the power to issue warrants consequent on nonobedience to summons. A resident magistrate has the power of two justices of the peace.

THE JUDICIAL COMMITTEE OF THE PRIVY COUNCIL

This is in the United Kingdom (UK) and forms the last instance for appeals for the Jamaican legal system. It is composed of between five and seven members of the House of Lords who hear appeals for both criminal and civil cases emanating from the Jamaican Court of Appeal. The Judicial Committee of the Privy Council serves as the highest court of appeal for several independent countries that were formerly part of the British Empire, the UK overseas territories and the British crown dependencies. However, the Caribbean Court of Justice (CCJ) is a nascent regional judicial body intended to replace the Judicial Committee of the Privy Council.

THE JAMAICAN CONSTITUTION

The Jamaican Constitution establishes two separate superior courts, the Court of Appeal and the Supreme Court of Judicature. Other courts established through independent statutes such as the Judicature (Resident Magistrates) Act of 1928 and the Judicature (Family Court) Act of 1975.

Source: 2008 Livingston, Alexander and Levy (Attorneys-at-law) The judiciary is concerned with the justice system, which looks at the ideas and beliefs in a country with regards to the protection and preservation of the rights and obligations of its citizens. To be more specific, the judiciary is responsible for the implementation of the laws by ruling on conflicts over rights, fairness and justice. The Jamaican legal and judicial system is based on the English common-law tradition. In the Constitution is enshrined the basic rights and freedoms of citizens, the political principles on which a nation is built, as well as the power and rights of governing bodies; it guarantees judicial independence.

THE COURT OF APPEAL

This is the highest court in the island. The Court of Appeal includes the court president, the chief justice (who is invited by the president) and six justices. Any individual who is not satisfied by a ruling of another court (barring petty sessions court) may appeal to this court, which is attended by a judge in chambers. The president of the Court of Appeal is appointed by the governor general on the advice of the prime minister and after consultation with the leader of the opposition. He or she is also a member of the Judicial Services Commission. They listen to appeals on the transcript of evidence presented at a preceding trial. If sentences given were not legally justified, based on the evidence looked on, they can reverse or increase sentences. They can also confirm that justice was served.

THE CARIBBEAN COURT OF JUSTICE

The Agreement Establishing the Caribbean Court of Justice was initially signed on January 14, 2001 and the Revised Agreement Establishing the Caribbean Court of Justice Trust Fund entered into force on January 27, 2004, on signature by 10 of the CARICOM member states. The Caribbean Court of Justice was implemented as of March 2005. The CCJ is based in Port-of-Spain, Trinidad.

ACTIVITIES:
1. Make a diagram illustrating the structure of the judicial system in your country. 2. State three functions of the judiciary. 3. Identify three ways in which the court system punishes offenders. 4. Suggest three ways in which the judiciary strives to protect citizens and explain how successful you think the system is in curbing criminal behaviour in your country.

THE FUNCTIONS OF THE JUDICIARY

 To interpret the law  To enforce the law by the administration of justice  To make case law. This is accomplished through the court system which maintains law and order. The court may award punishment to individuals such as disqualification, probation, community service, fines, flogging, bonds, imprisonment and even death. These punishments are usually carried out in order to:  Punish an offender for his/her deviant actions  Deter offenders from repeating such offences  Deter other persons from even thinking about committing such acts  Rehabilitate offenders so that they may become productive citizens after they have been released  Protect society from such deviant individuals. At the head of the judiciary is the chief justice who presides over the
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THE SUPREME COURT OR THE HIGH COURT/CIRCUIT COURT

This court looks at both criminal and civil cases. A judge and a citizens jury preside over criminal cases and a judge only over civil cases. This includes the chief justice, a senior puisne judge and 14 puisne judges. Criminal cases reach the Circuit Court via procedural orders originating from the resident magistrates. Two divisions of the Supreme Court are the Revenue Court, established in 1971, and the Gun Court, established in 1974. The third division of the Supreme Court is the Commercial Court which began operations in February 2001. Civil cases include divorce, judicial separation, wills and bankruptcy. Criminal cases include murder, manslaughter, rape and other notable major felonies.
YOUTHLINK MAGAZINE | FEBRUARY 12-18, 2013

SOURCES:
Project on International Courts and Tribunals - Caribbean Court of Justice Center for Reproductive Rights - Women of the World: Jamaica (edited) Centro de Estudios de Justicia de las Americas - Jamaica: Judicial Branch
Maureen Campbell teaches at St Hughs High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

yl:english language
NATASHA THOMAS-FRANCIS
Contributor

N LAST weeks class we began our discussion on writing a report. This week, we will continue this topic with a look at the newspaper report.

The content of newspaper reports includes news stories, investigative reports, weather reports and sports report. Newspaper reports select relevant and interesting details. This type of report may contain the opinions and impressions of the writer; however, it must also be factual. There must be a balance between facts and opinions.

STRUCTURE OF A NEWSPAPER REPORT

The general structure of a newspaper report is as follows:

Writing a report
On top of the world - Glenmuir bask in daCosta Cup Glory Published: Tuesday | December 4, 2012 (T The Gleaner) Dave Lindo, Gleaner Writer MAY PEN, Clarendon: It was sheer pandemonium at Glenmuir High yesterday morning as the May Pen-based school celebrated their famous victory in the 2012 daCosta Cup football championship game. Glenmuir clipped the highly fancied St Elizabeth Technical High School one-nil in the final at Montego Bay Sports Complex in Montego Bay on Saturday. They were crowned as the 2012 supreme rural schoolboy football kingpins after winning their third lien on the coveted title. Glenmuir had also won the title in 2004 and 2006. As The Gleaner team arrived at the school minutes after 9 a.m., there were wild celebrations all around the campus. Students and members of staff packed themselves into a quadrangle and knocked pot covers, waved red-and-white flags (depicting the schools colours) and sang cheers for the boys who had made them proud. Newton Henry, the player who scored the allimportant goal in the second half of extra time, was over the moon for winning the daCosta cup in his final year at Glenmuir. It is a wonderful feeling. From long time we wanted to regain this trophy because we have been working hard through preseason, he said. At one point we kind of lost our focus but our coach put us back on track, as well as our support team, and we stuck to the task until the end. Henry added: We were pretty confident going into the finals; although we were the underdogs we knew we could have done it, that we could beat STETHS. Glenmuir stayed under the radar all season, with many pundits not giving them even a glimpse of a chance to make it past the inter-zone round. However, the master tactician coach Patrick Jackie Walters, along with his able assistant, Warren Simpson, had other plans and strategically conditioned the team to go all the way. Kamal Henry, the teams captain, was overwhelmed.

Great feeling The central defender said: The feeling is great, winning this daCosta Cup in my last year, celebrating with my teammates and the supporters, its a wonderful feeling. Principal Monacia Williams was proud of her boys. We are feeling on top of the world because it is nice to prove people wrong, because when you do that it gives you that boost that, yes, you said we couldnt do it, but here it is we have done it, Williams said. I had utmost confidence in the team because I know they have been together for a good while and gelled, so they were ready now to show the world. Williams added: Glenmuir has always been a school known to be strong in academics. This year we had our best passes ever in CSEC and CAPE exams, so for us to get the dCup on top of that ... I cant describe the feeling. Now that you have read the report at least twice you should be able to answer the following questions:  What is this report about?  What are the salient features of the report?  Do you find this report effective? If not, give reasons. What is missing, for example? I encourage you to read other types of newspaper reports. The Gleaner has great reports about incidents and events that take place on a daily basis. Cut out a few of these articles and share them with your classmates and friends. Discuss the structure of and main points raised in the reports. Until next week, blessings!
Natasha Thomas-Francis teaches at Glenmuir High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

HEADLINE
An attractive headline is used to capture readers attention.

INTRODUCTION
The most important pieces of information are usually placed at the beginning of the report. It should answer the five journalistic questions (who, what, when, where and how).

BODY
 More details are presented.  Different viewpoints are presented.  Quotes by witnesses or people involved may be used.  Background information may be included.  Reference to earlier events may be recalled.

CONCLUSION
A summary of the report is given and what happens next may be suggested. Take a look at the following excerpt from a sports report. How many of the features listed above do you see in the report?

Custos of Kingston Steadman Fuller (left) and Mrs Fuller (right) share lens with awardees and parents at Kingston Bookshop. Front row (from second left): Mrs Audrey McKoy, Keith McKoy, Howayne Mattis and Angel Reid. Back row: Mr Keith McKoy Jr, Ms Georgette Palmer and Ms Georgia Tate, mothers of Howayne and Angel, respectively. Shaniel and her mother, Mrs Isonia Harriott, were unavoidably absent.

YOUTHLINK MAGAZINE | FEBRUARY 12-18, 2013

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yl:geography

Map reading
MARJORIE HENRY
Contributor

N THE last two lessons, I have been discussing aspects of map reading with special emphasis on description. I have already shared information on how relief is represented on a map and the relationship between relief and a cultivated crop. To give you practice in doing the latter, I ended the last lesson with an exercise for you to do. You were to use the workbook Map Reading for the Caribbean by John Macpherson, refer to Map 3, a part of Jamaica on page 22 and write an answer to the following:

Using map evidence only, identify and discuss two reasons for the relationship between relief and the cultivation of sugar cane in the area east of easting 80. Since you are asked to (i) identify and (ii) discuss reasons, your approach in answering should be that you first identify the relief feature then discuss the relationship between that feature and the cultivation of sugar cane. Here is a possible response in point form: (1) Except for a few mounds of 250 feet in height, most of the land east of easting 80 is low lying as it is below 100 feet and is gentle sloping. This is suitable for the growing of sugar cane as this allows for easier movement of machinery. (2) This low-lying land also enables the construction of road network, as seen on the map. There are secondary roads and parochial roads throughout the cultivated area. These can be used to transport the sugar cane to the factory after it has been harvested. (3) The area is well drained as there are several rivers present, for example, Plantain Garden River and Rocky Point River. This week, I will continue with the description of drainage. The conventional symbol for drainage on the map extract is different shades of blue. This is shown in the key or legend. Here are some questions you can ask yourself to help you to focus on the details necessary for a full description of drainage. Let me repeat something I stated in the last lesson. The answers to these questions should be in reference to the map extract you are given. (a) How many rivers are there? (b) Where do they originate? (c) How wide are they? (d) What is their relative speed? (e) Are they straight or meandering? (f) Do they show recognisable pattern? (g) Which are the chief rivers and which way do they flow? (h) What type of streams are they? (i) Has man affected the drainage pattern? (j) Do individual rivers exemplify youth, maturity, old age? It may not become necessary for you to ask yourself all of these questions all the time. Much is dependent on what you are asked to do in the test. All these would be necessary if you are required to describe the drainage of the entire area shown on the map extract. On the other
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hand, you may just be required to identify a specific number of drainage features of the area. I will discuss each question. (a) How many rivers are there? You are certainly not required to sit and count all the rivers on the map but to use relative terms such as many and few and state where these are found. For example, Many rivers are found to the south of the map but few are found in the north. The presence of rivers also indicates how well the land is drained. The area is considered well drained when there are many rivers and poorly drained by the absence of streams. May I just add here that the presence of swamps also indicates poor drainage. (b) Where do they originate? Usually, streams originate in areas of highlands and steep slopes. Indicate the approximate height at which the rivers begin in a named area on the map.

(c) How wide are they? The thickness of the blue line that is drawn to show the river on the map will indicate the width of it. A small stream is shown by a single blue line while a larger one is shown by two blue lines enclosing blue shading. Here is an example from the map already mentioned. Compare the thickness of the blue line representing the Plantain Garden River with that of the Negro River. You would have noticed that the line is thicker for the Plantain Garden River, hence that river is wider than the Negro River, which is represented by a single blue line. I will continue to discuss the other focus questions in the next lesson.
Marjorie Henry is an independent contributor. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

IAN ALLEN/PHOTOGRAPHER

Odain Donegan receives his prize for best overall photograph in the Most Historical category from Elon Parkinson, corporate communications manager at LIME.
YOUTHLINK MAGAZINE | FEBRUARY 12-18, 2013

yl:principles of business

Questions and answers on profile 1

YVONNE HARVEY
Contributor

Total marks: 20 (a) (i) Guiding your thoughts Production is the creation of goods and services to satisfy peoples needs and wants. It can take place in two ways, directly and indirectly.

ANSWER
Trade is the exchange of goods and services with money as the medium of exchange (indirectly) or without the use of money (directly). People trade whether locally or internationally or both for various reasons:  to get a variety of goods and services  because they do not have enough of certain goods and services  because they do not have any of the goods or services  because they desire better quality of the goods and services than what they at present consume. (iii) Guiding your answer There is more than one way to trade or exchange goods and services; directly and indirectly.

services using money as the medium of exchange. (b) (i) Guiding your answer Once surpluses began to be produced, people began to seek avenues to get rid of some, if not all, of the surpluses. In the early days this was done through bartering.

It can take a lot of time to find this match. Many of the items that people wanted to involve in a barter exchange could not be easily divided and so they had to give large amounts for very small exchanges. In some cases, such as where animals had to be killed, the other parts deteriorated easily. Many unfair exchanges took place because exchange rates were not worked out, for example, in some cases a cow might be exchanged for a few ears of corn or a chicken for some salt. You may be able to think of other points to contribute to these answers. Remember to read and widen your knowledge base. All the best until next week, when we will consider another question in a similar fashion.
Yvonne Harvey teaches at Glenmuir High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

ELLO, FRIENDS. For the next few weeks we are going to be doing some revision in the form of exam-type questions. These will be similar to but not exactly like questions on the CXC POB paper. After presenting the question, I will guide your thoughts and then answer the question. You are encouraged to read your textbooks and add to what I will present. Our first question is on Profile 01. It is worth 20 marks, similar to questions on the external POB examination. 1.(a) (i) Explain the difference between direct and indirect production. (4 marks) (ii) Define trade. (2 marks) Give two reasons why trade is necessary. (2 marks) (iii) Differentiate between direct and indirect trade. (4 marks) (b) (i) Define barter. (2 marks) (c) Explain the following problems related to barter: (i) Double coincidence of wants (ii) Indivisibility (iii) Problem of exchange rates (6 marks)

ANSWER
Direct production is when one creates goods and services to satisfy his/her own needs and wants, for example planting ones own food and sewing ones own clothes. Indirect production is when one creates goods and services to satisfy the needs and wants of others. In this case, an individual would plant food to be consumed by others and sew clothes to be worn by others. (ii) Guiding your thoughts Specialisation leads to increased output. Increased output results in surpluses. These surpluses can be reduced or eliminated by trading either directly or indirectly.

ANSWER
Bartering is the direct exchange of goods and services without money goods for goods, service for service or goods for service. (c) Guiding your answer Barter exchanges were not without problems. The problems are the disadvantages of the barter system and they include those listed in the question.

ANSWER
Double coincidence of wants means that each party to the exchange has to be interested in what the other one has to offer, for example the one with eggs wants fish and has to ensure that the one with the fish would accept eggs for fish.

ANSWER
Direct trade is the exchange of goods and services for goods and services without the use of money. Indirect exchange is the exchange of goods and

yl:chemistry
FRANCINE TAYLOR-CAMPBELL

The mole concept

Contributor

ANY STUDENTS put up a mental block once they hear the topic mole concept. However, if we apply simple reasoning and formulas and use of mathematical concepts, this can be the most exciting topic that you will do. So enjoy!

One mole of a substance always contains the same number of atoms, ions, molecules or formula units as one mole of any other substance. This is called the Avogadro Number or Avogadro Constant (L). Its value is 6.02*1023. Thus, the mole is that amount of substance that contains 6.02*1023 particles of that substance. It is usually given in grams but could be given in kilograms or dm3 for gases. 12g of carbon (C) represents one mole and contains 6*1023 (L) atoms 1 mole of oxygen atoms (O) = 16g and has L atoms 1 mole of oxygen molecules (O2) = 32g and has L molecules 1 mole of carbon dioxide (CO2) = 44g and has L molecules 1mole of Na+ ions = 23g and has L ions. To calculate the number of moles in a substance, the following formula is used: # mol == mass of substance (g) mass of one mole (g/mol) For example, to calculate the number of moles in 20g of calcium we would divide by the Mr of calcium. # mol of Ca == 20/40 = 0.5 mol

The formula can be manipulated to calculate an unknown mass given the number of moles, in which case: mass of substance == # mol * mass of one mole (Mr) Therefore, the mass of 0.5 mol of NaOH is Mass of NaOH == 0.5 * (23 + 16+1) = 0.5*40 = 20g. To calculate the number of atoms, molecules or formula units present in a substance we make use of the fact that one mole of any substance contains Avogadros number of particles (6.0 * 1023). For example, how many units are present in 8g CuO? 1 mol CuO has a mass of (64 + 16) = 80g 80g contains 6.0*1023 formula units (Avogadross number) Thus 8g contains (6.0 * 1023)/10 = 6.0 * 1022 formula units. Another way to look at this is to first of all determine the number of moles in 8g of CuO. # mol CuO == 8/80 = 0.1 mol Now 1 mol CuO contains 6*1023 units 0.1 mol CuO contains (6*1023) x 0.1 = 6.0 * 1022 units.
Francine Taylor-Campbell teaches at Jamaica College. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

REVIEW OF FACTS
 Relative atomic mass, molecular mass and formula mass are measured in atomic mass units (amu), where 1amu is onetwelfth (1/12) of the mass of a carbon-12 atom, 12C.  The relative atomic mass of an element, Ar, is the average mass in amu of all of its atoms. These values are generally given in tables.  The relative molecular mass of a compound, Mr, is the average mass of all of its molecules in amu, while the relative formula mass, Mr, is the average mass of the formula units and applies specifically to ionic compounds.  Molar mass is the mass of one mole of the substance. The values of Ar and Mr stated in grams are the molar masses.

THE MOLE
12g of carbon and 24g of magnesium have something in common in that they represent one mole of a substance. The mole is the amount of substance in its molar mass.

YOUTHLINK MAGAZINE | FEBRUARY 12-18, 2013

15

yl:english literature

The Wine of Astonishment

BERYL CLARKE
Contributor

HE WHOLE district of Bonasse must have been rocking with the news of the incident between Corporal Prince and Bolo. Not surprisingly, Bolo is sent to prison and when he returns home he is a different person. What did you expect? Did you think that he would have been happy knowing that his church community had not defended itself or that no one had come to his help when the policemen beat him into submission? I would like you, at this point, to list the possible feelings that Bolo must have had. I see him as angry, frustrated, disillusioned, bitter and even uncaring. Now you are probably asking about my use of the word uncaring. If the reason is not immediately clear to you, I want you to remember how he treated Mitchell and Primus two daughters. We will get to that though. Before Bolo goes to prison he commands respect. When he comes out he is determined to get it. However, it is not through his stick fighting prowess but via his disregard for the feeling of others. It is

now as if he has to prove to the people that he is still a man, someone with whom they have to reckon. His decision to go into farming may have made a difference in his life. After all, if he had got the piece of land he would have spent his days working hard and earning his livelihood. Unfortunately, when he witnesses the way the clerk in the agriculture office behaves, he walks out and does not go back. We could say that he is impatient and perhaps he does not really want the land and the opportunity that it represents. We could also say, though, that the cold and disrespectful attitude that he sees in that office is typical of how the poor ordinary folk are treated and that it angers him enough to walk away. How can we explain his treatment of the men and women, of the engineer to whom he applies for a job and of Mitchell; of Mitchell in particular? He is very restless, even leaving the village from time to time but always returning. He tells Buntin, I feel as if time flying away and leaving me. Eva says, too, that he (Bolo) seems to be searching for his life. Carnival brings his rage to a boil. His concern for others as well as his contempt for cowardice drives him into savagery.

Picture the incident, please. In fact, dramatise it. In a celebratory mood, the people gather for, let us call it an exhibition in stick fighting. Some of the well-known fighters are there, many who are now old and no longer in the game. We must bear in mind that this is one way that men tested themselves as warriors, showing their manliness. On this occasion, Matthew Raymond dominates the proceedings as he easily disposes of whoever faces him in the ring. He is no Bolo, though, for he lacks grace and style. The best effort of the chantwells fail to stir the pride of the stick fighters, fail to get them into the ring until a 17-year-old boy steps in and then, only then, do the experienced men want to fight. Innocent opposes the boy Lester and, taking advantage of the boys inexperience, toys with and then injures him. Bolo, in this instance, reverts to his former role as champion of the people and rushes in to face Innocent, whom we may say was anything but innocent. I believe you know what happens then; how shamefully Innocent conducts himself, grinning like a clown and pretending to be joking then slinking away into the crowd. No one will fight Bolo; he cannot, despite his taunts, stir the manliness of any to face him. This seems to have been the last straw for him. He has to admit the fact that his people have become weak, spineless and that they will accept anything from him. It is after this that his reign of terror begins. He is always looking for a fight, constantly pushing and prodding at others, so he drinks Mitchells liquor without paying, causes the failure of the mans business, eventually smashes his bar goods and furniture, terrorizes the gambling club, takes goods from whoever he chooses without paying, takes women, married or single, and gets respect from the police. I wonder whether you would agree with me that Bolo does what he does to challenge the men of Bonasse to be men. It seems to me that he is ashamed of their spinelessness and he refuses to be like them. Eva Dorcas, our storyteller, sees him as a Christ-like figure. She sees him as the one who is willing to go up against the status quo. You do not have to agree. Her husbands belief is that he goes too far when he takes the girls to live with him; that he is one man against many and cannot be allowed to continue his rampage. Do you think Bolo wants to die? Are the confrontations only because he wants to shock others to respond to him or is he tired of being part of the society. These are questions I leave you to ponder. Enjoy your school days and God bless!

IAN ALLEN/PHOTOGRAPHER

Michelle-Ann Letman, public relations officer of Unicomer Jamaica Limited (Courts), presents Milton Brooks with a laptop for his winning photograph in the Best Commercial /Business category.
16 YOUTHLINK MAGAZINE | FEBRUARY 12-18, 2013

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

yl:mathematics

Coordinate geometry
CLEMENT RADCLIFFE
Contributor

EXAMPLE
A straight line is drawn through the points X (- 2, 1) , Y(3 , 2) . Find the length of XY. Length: XY2 = (x2 - x1)2 + (y2 - y1)2 Substituting XY2 = (3 - - 2)2 + (2 - 1)2 = 52 + 12 = 26 XY = 26 We will try another example.

HIS WEEK, we will continue to review aspects of coordinate geometry. We will begin with the solution to the homework last week.

HOMEWORK
Given the points X(-5 , 3) and Y( 1 , 1), find the values of: (a) Gradient, m (b) the coordinates of the midpoint, M

EXAMPLE SOLUTION
A straight line is drawn through the points A(1 , 2) and B(-5 , 3). Find (i) the gradient m of AB (ii) the midpoint M of AB (iii) the length of AB

SOLUTION

Let us now continue the review of coordinate geometry with the topic length of a straight line.

LENGTH OF LINE
The length of AB is found by using Pythagoras Theorem. As triangle ABC is right-angled, therefore, AB2 = BC2 + AC2. Using the coordinates of the points A, B and C, Then BC = (x2 - x1) and AC = (y2 - y1) AB2 = (x2 - x1)2 + (y2 - y1)2

(iii) In order to find the length of AB, we use the formula AB2 = (x2 - x1)2 + (y2 - y1)2 AB2 = (- 5 - 1)2 + (3 - 2)2 = ( - 6)2 + 12 = 37 AB = 37. If you are to do well on the topic you must bear the following in mind:  Always begin by presenting the required formula.  To calculate the gradient you may use one of the following:

I am sure you can prove that both are correct.  In evaluating the values, be careful to ensure the accuracy of the substitution and please watch the negative signs (Directed numbers). Kindly note the following points with respect to the gradient of a straight line:  Parallel lines have equal gradient  If perpendicular lines have gradients m1 and m2, then m1 x m2 = -1.  It is clear then that given two lines with gradients m1 and m2, if they are parallel and m1 = 3/2, then m2 = 3/2 . If they are perpendicular and m1 = 2, then I am sure you agree that m2 = -1/2. The above may be used to solve word problems as follows Example
YOUTHLINK MAGAZINE | FEBRUARY 12-18, 2013

CONTINUED ON PAGE 20
17

yl:biology

Cell division
MONACIA WILLIAMS
Contributor

GOOD MORNING to you all! How are you this week? Good, I hope! We are beginning a new topic, cell division. After we have completed it we will be going on to genetics. There are occasions when these topics do not get much coverage during class time, so make the most of the time that we will spend together discussing them.

MEIOSIS
In this type of division, the cells that are produced are not identical to each other and to the parent. Meiosis takes place in the reproductive cells and produces gametes that have half the number of chromosomes.

To lay the foundation for the lessons, we will spend a little time looking at the meaning of some of the new words or terms that will be used throughout our discussions:  DNA or deoxyribonucleic acid. This is a large molecule made up of thousands of units called nucleotides. Does this remind you of anything? It should! What other large molecules are found in the body? Did you say starch and proteins? If you did, you are correct! Each DNA molecule consists of two strands bound together in a helix.  Nucleotide - This is a single unit of DNA which comprises: A sugar - deoxyribose A base - can be one of four: adenine, guanine, cytosine, thymine A phosphate group

A CLOSER LOOK AT MITOSIS

The life of a cell can be separated into different parts; together these form the cell cycle. Cell division forms a part of the cell cycle. Before cell division occurs, certain things have to take place. These take place in interphase during which the cell replicates (makes copies of) its organelles. The temptation exists for interphase to be described as the resting stage of the cell but this is not true because, although division has not begun in the nucleus, there is a lot of activity going on in the cell. For purposes of convenience mitosis is divided into different phases. These are:  Prophase  Metaphase  Anaphase  Telophase Telophase is followed by cytokinesis. Cytokinesis occurs when the cytoplasm divides. In the diagram below, Figures II and III show two stages of prophase, one early and one late. In early prophase the chromosomes appear as long, thin threads which, as prophase progresses shorten and thicken and so become more visible. The nucleolus and nuclear membrane break down and are no longer seen and the spindle fibres form. This phase is followed by metaphase. In metaphase, Figure IV, the chromosomes come to lie at the equator of the cell each attached to a spindle fibre. Anaphase follows metaphase. In anaphase, Figures V and VI, the chromosomes are drawn to each end of the cell (the poles). Telophase follows anaphase. In telophase, Figure VII, the chromosomes are at the poles where they become longer and thinner. The nuclear membrane reforms and the nucleolus reappears. Cytokinesis occurs, separating the cell into two daughter cells, Figure VIII. Next week we will look at meiosis. See you then!
Monacia Williams teaches at Glenmuir High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

 Gene - This is a short length of DNA which controls a particular characteristic, for example the colour of eye, the ability to roll the tongue, blood group and so on.  Chromosomes are threadlike structures which carry genes. It follows, then, that the chromosome is made up of DNA. Each species has a set number of chromosomes; humans have 46, fruit flies have eight and the onion has 16. There is one thing you must remember about chromosome; in all organisms they are found in pairs, so man has 23 pairs, the fruit fly four pairs and the onion eight pairs. This number is the full number of chromosomes that an organism can have and is known as the diploid number. Half of this full complement is known as the haploid number. Cells must divide in order for organisms to grow. There are two types of cell division:

MITOSIS
In this type of division, each cell divides to produce two cells that are identical to each other and to the original cell from which they were formed. This means that the chromosome number remains diploid. Mitosis occurs in growth, repair of tissues and in asexual reproduction.
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YOUTHLINK MAGAZINE | FEBRUARY 12-18, 2013

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.

received monetary benefits and the continuous use of labour. The blacks were now placed in a new system of forced labour described as apprenticeship.

THE AIMS OF THE APPRENTICESHIP SYSTEM

The British Parliament suggested that the apprenticeship system could serve as a period to provide a peaceful transition from slavery to freedom. It was also hoped that the system would guarantee planters an adequate supply of labour during the period and prepare for full freedom. The planters had expected a flight from the estate it the enslaved Africans were to be 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.

masters and apprentices c) visit estates at regular intervals and hold court d) inspect jailhouses and workhouses e) assist 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.

their rights, they 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.

to work off the estates as carpenters, blacksmiths, etc. These licences and tickets to sell in the markets could be withdrawn. e) Paying low wages, making unfair deductions from wages, paying wages late. f) Finding fault with apprentices work which had to be done over in the apprentices free time. g) Cutting down apprentices fruit trees and forbidding them to own livestock. h) Spreading the 401/2 hours per week over five days instead of four. 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.

TERMS OF THE EMANCIPATION ACT

It can be argued that the Emancipation Act of 1833 was highly favourable to the planters. It provided planters with several benefits. All slaves in the British Empire would be set free on August 1, 1834. However, it was only slave children under six years who would be freed immediately. The end result would be that all other slaves were to serve a period of apprenticeship. They were to work for their masters 40 hours per week. They would be paid only for overtime. Praedial (field) slaves were to serve six years apprenticeship and nonpraedial (domestic) slaves to serve four. Planters would receive a sum of 20 million granted by British Parliament to compensate for the loss of their enslaved labour. Planters were expected to continue providing food, shelter, clothing, medical care and other allowances to which they were accustomed during slavery. Additionally, apprentices could not be sold and they could buy their freedom before apprenticeship had come to an end. Undoubtedly, the clauses demonstrate that the planters benefitted from the system as they

CONDITIONS OF EMPLOYMENT
Salary 300 for the first year was then increased to 450 for travel expenses and housing. There was no pension for dependents if the SM were to die in service. There was no sick leave and they had to pay their own fare back home if they 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 via 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 by working for his master during his free time.

STIPENDIARY MAGISTRATES AND THEIR DUTIES

Stipendiary magistrates (SM) were placed in charge of overseeing the apprenticeship system in the British Caribbean. SMs were retired naval and army officers on half pay, who were 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.

CONTROLLING APPRENTICES ON THE ESTATES

a) Valuations on able-bodied slaves were often inflated. b) It was illegal for apprentices to leave the estate without written permission. c) Locking up apprentices on false charges and dropping the charges before the arrival of the SM was customary. d) High fees were charged for the use of the markets and for licences

SUCCESS OF STIPENDIARY MAGISTRATES

a) They listened to complaints from both sides and acted as a buffer between masters and apprentices. b) They informed apprentices of

NOTE
Antigua granted full freedom to their slaves. The planters decided against apprenticeship.
Debbion Hyman teaches at St Hughs High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

DUTIES
Their duties included primarily a) supervising the apprenticeship system b) settling disputes between

YOUTHLINK MAGAZINE | FEBRUARY 12-18, 2013

19

yl:office administration

Factory/works control office

HYACINTH TUGMAN
Contributor

HE PURPOSE of the factory office is to coordinate the activities of the production process to allow for maximum efficiency and to make quality products in the required quantities.

locate the materials or to find suitable substitutes. The aim is to keep the production line going; thus ensuring the customer of continued supplies of the commodity.

STOCKROOM
The stockroom is essential to the production department as items produced must be carefully stocked away until they are ready to be dispatched to various customers. Raw materials, too, need to be stocked in sufficient quantities so that the production process is not jeopardised.

b. Maintaining suitable procedures for the control of production c. Maintaining an appropriate level of discipline in the factory d. Maintaining the factory, including power supply, plant, equipment, machinery, tools and buildings e. Maintaining an excellent transportation system f. Suggesting ways in which improvements can be made.

The size of the factory office is generally determined by the manufacturing or production activities that take place in a company. In a large company, there is usually a production department managed by a production manager who oversees:  Manufacturing of articles  Organisation and management of the factory  Factory and production planning  Dispatch and transportation  Stock room  Maintenance of good office services

2. IMPLEMENTATION
Production planning is just one major function of manufacturing goods. Implementation requires the control of various activities. The two important activities are: a. Instructing supervisors with regard to what is to be produced and when production is to commence b. Discuss the method of how production is to be utilized, for example: i. Batch Production the making of a number of similar items at the same time. For example, a batch of an item is produced for a week and then the production team moves on to something else. ii. Mass/Flow Production this involves the production of large quantities of goods to cater to a mass demand. Clothing, shoes and cars are usually mass produced. This method is referred to as an assembly-line operation. iii. One-line Production from time to time, factories sign contracts with customers for the production of single, non-repeated products as well as a few articles of a similar design, for example, a piece of furniture or a piece of artwork. Next week, we will look at the documents used in the factory and the duties of the factory clerk. Until then, see you.
Hyacinth Tugman teaches at Glenmuir High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

ACCOUNTS DEPARTMENT
The accounting department must be involved in the estimating, costing and general budgeting activities for goods production. A factory office clerk must, in some cases, record factory workers hours of regular and overtime work and the information passed on to the accounts department for payment to be prepared.

RELATIONSHIP OF THE FACTORY OFFICE WITH OTHER DEPARTMENTS SALES DEPARTMENT

It is important that the factory office maintain a close relationship with the sales office so that when orders are made the sales department will check carefully and present to the accountant for clearing (or verification and credit worthiness). Sales invoices are then prepared, after which copies are sent to the dispatch and transport section of the factory office for processing.

HUMAN RESOURCES DEPARTMENT

This department is responsible for the recruitment, selection, orientation and induction of workers, as well as their welfare and ongoing training.

FUNCTIONS OF THE FACTORY OFFICE 1. ORGANISATION OF PRODUCTION ACTIVITIES

The major function of the factory office is the organisation of production activities. This is because the office brings together production principles and processes, production staff, production procedures, production materials, machinery and tools, company policies and objectives, as well as statutory rules and regulations in the creation of articles for consumption. The office, therefore, has responsibility for: a. Planning and supervising all types of manufacturing

PURCHASING DEPARTMENT
It is the responsibility of the purchasing department to obtain tools and materials for the factory. Therefore, the factory office clerk should be in constant dialogue with the purchasing department reporting on the status of these. If the factory experiences difficulty in obtaining constant supplies of raw materials from its suppliers, the progress chasing clerks work diligently with the purchasing department to

yl:mathematics

continued

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

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YOUTHLINK MAGAZINE | FEBRUARY 12-18, 2013

yl:principles of accounts

Control accounts & subsidiary ledger

ROXANNE WRIGHT
Contributor

iii. Sales invoice iv. Sales invoice received by Chanderpaul v. Receipt for payment received

SOLUTION
Reasoning: [>1] Note well: Trade discounts is not recorded in the books. [>2] In settlement - in this case means full settlement. In which case $60 is considered as discount. [>3] It is important to take note of date of sale when computing the actual sale price. Here the trade discount on MAY 5 is 25 per cent. See [w2]

HOPE YOU at least attempted the homework given last week and are anxious to get the solution. I recommend that you match your answers with those given below and make the necessary corrections if necessary and congratulations to those of you who got them all correct.

SOLUTION

WORKINGS

SOLUTION CHANDERPAULS BOOKS ACCOUNTS RECEIVABLE LEDGER BAILEY

WORKED EXAMPLE
Chanderpaul sells goods to Bailey and the following particulars are available: 2012 May 1 Bailey owed $1,200 to Chanderpaul. May 5 Chanderpaul sold goods on credit to Bailey for $1,800, less 25 per cent trade discount.[>1] May 10 Bailey sent a cheque for $1,140 in settlement of the amount owing on May 1. [>2] May 13 Bailey was sent a credit note for goods returned, list price $300. They form part of the May 5 transaction. May 20 Bailey bought more goods on credit for $1,200, less 20 per cent trade discount.

YOU ARE REQUIRED TO:

a. Write up the ledger account for Bailey in Chanderpauls subsidiary books and balance the account on May 31. Pay attention to dates and details. b. Businesses prepare many documents. In which of Chanderpauls subsidiary books (books of original entry) would you expect to find the details of the documents listed below. (Assume Chanderpaul prepares the documents, unless stated otherwise): i. Cheque ii. Credit note To ensure that you keep on track with your study of principles of accounts, our next presentation will be non-profit organisation. You cannot afford to miss next weeks presentation. See you then.
Roxanne Wright teaches at Immaculate Academy. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

YOUTHLINK MAGAZINE | FEBRUARY 12-18, 2013

21

yl:information technology

Control statements
NATALEE A. JOHNSON
Contributor

COUNTERS
This is the process of counting the number of times a value is entered or a statement is carried out. You can also allow your counter to begin at 0 and then increment (increase accordingly). Here is an example of an assignment statement with use of a counter. Counter <--- 0 Counter <--- Counter + 1 In the example above, counter is initially set at 0, followed by another statement increasing the counter by one, which means that every time the assignment statement is executed the value of the counter variable is increased by 1. Thus the assignment statement will provide a mechanism for counting. Using the same for loop example, a counter would count and keep track of the 10 numbers which would be entered and then totalled; such that only 10 numbers will be entered. Please note that you could start your counter at 2, 5, etc, depending on the algorithm. Let us now examine each of these loop constructs starting with the for loop structure.

OOD DAY, students. This is lesson 21 in the series of lessons. In this weeks lesson we will continue to look at control structures.

LOOP (REPETITION)
Most of the things we do in our everyday life require some form of repetition, like getting ready for school or work. You perform the same steps over and over, up to five to seven days per week. When we want the computer to repeat some statements several times, we need a loop structure or a loop in the pseudo-code to instruct the computer what to repeat and how often these steps are to be repeated. Every loop has four major elements:  Initialisation  Repetitive statement(s)  Loop statements (block)  Conclusion

THE FOR LOOP

The FOR loop is an example of a definite loop. It facilitates the repetition of a block of instructions a definite number of times.

THE FOR LOOP SYNTAX IS SHOWN BELOW:

For Control_Variable <--- <start value> to <final value> Do Block Statement(s) Endfor Let us look at an example of having a bowl of soup with a spoon; you could have at least 20 sips of the soup. The algorithm would look something like this:

INITIALISATION
Before a loop is started we may need some statements to get started. For example, we may need to initialise a variable to a start value or read an initial value into a variable.

REPETITIVE STATEMENTS
These are the statements that the computer will repeat. Please note that you use the FOR loop when you have a block of statements that will be carried out a set number of times; otherwise you use a different loop construct.

LOOP BLOCK
We must specify what statements are to be repeated by the computer. The repetitive statements are normally placed in the loop block. There are namely three main types of loop constructs: For Loop, While Loop and Repeat Until. Key things to note when working with loops:

EXAMPLE 2
Pseudo-code Version Write an algorithm to read 10 numbers and output the sum of the numbers.

ALGORITHM SUM
This program will read 10 numbers and find the sum of those numbers.

THE USE OF AN ACCUMULATOR

For example, you may be given a loop structure where you are required to find the sum of 10 numbers. You would agree that it would be time consuming to sit and memorise the 10 numbers entered in order to add them. With the use of an accumulator you do not need to write down or try to memorise the numbers. As in the case of the for loop (see explanation of a for loop below) you can start sum with the value 0 and each time you are given a new number you add it to your present sum. Hence the statement: Sum <--- Sum + num, if the first number entered is 40, your sum would be 40 initially. Therefore Sum <--- Sum + num, would be Sum <--- 0 + 40 = 40. If you then add another number, say 10, to your present sum, your new sum would be 50. Sum <--- Sum (previously) + new_number Sum <--- 40 + 10 = 50 The process will continue until all the numbers have been totalled. The only value you will keep in your memory is the current sum.
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Declare number, counter and Sum as integer Sum <--- 0 For counter <--- 1 to 10 do Read number Sum <--- Sum + number couner <--- counter + 1 Endfor Print The sum is, Sum We have come to the end of lesson 21. See you next week when we will continue to look at loops. Remember, if you fail to prepare, be prepared to fail.
Natalee A. Johnson teaches at Ardenne High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

YOUTHLINK MAGAZINE | FEBRUARY 12-18, 2013