yl:information technology
Pseudocode algorithms
NATALEE A. JOHNSON
Contributor
OOD DAY, students. This is lesson 19 in our series of
G lessons. In this weeks lesson we will continue to look at
algorithms.
Let us examine the parts of a pseudocode algorithm in more
details.
INPUT STATEMENTS
The input statement is used to get data from outside the
computer from a particular input device into a variable for
manipulation by the pseudocode. The key words we will use for
input will be input or read. To read data into a variable you write
the word input or read followed by the variable name.
This is the way in which it will be written:
READ VARIABLE_NAME
The variable_name is the name given to the location where the
value is to be stored, as you learnt previously. For example, if I
am reading a math score into a variable, my variable name could
be score and the read statement would therefore be:
OUTPUT STATEMENTS
The output statement is used to get information to the
programmer or to the user. The key words we will use for output
are: display, print and output. To output information to the user,
you write the word Print, a statement followed by a variable_name
or the word Print followed by a variable_name.
THIS IS THE WAY IN WHICH IT WILL BE WRITTEN:
Print statement, variable_name
or
Print variable_name
For example, if you were required to read two numbers, find the
PREVIOUS LESSON: PROGRAM DESIGN
10
sum of the numbers and output the sum of the numbers, the
output statement would be:
OUTPUT STATEMENTS
We also have a statement called the prompt statement. A
prompt statement is actually an output statement which displays
on the screen a message indicating to the user what actions to
take based on the program written. For example, you may be
asked to write a pseudocode algorithm to accept two numbers and
prompt the user to enter the numbers (this would be done via the
keyboard). This is how you would write the prompt statement.
ASSIGNMENT STATEMENT
Assignment statements are used to give initial value to
variables and to change the value assigned to a variable. The
assignment statement has two parts, the Left value and the Right
value. The Left value refers to the variable as the storage location
where the Right value will be stored. The Right value refers to a
value, which may be the result of an expression or the content of
another variable. The assignment statement will be written as
follows:
variable_name = expression
An assignment statement may involve an arithmetic operation
such as:
YOUTHLINK MAGAZINE | FEBRUARY 21-27, 2017
While some assignment statements just involve assigning
values to variables (initialization), such as:
Count 1
Highest_Price 0
Control Structures (Sequence, Selection, Repetition)
These statements are used to control the amount of time a
statement or sequence of statements is carried out based on some
condition. We will look at each of these separately in the next
lesson.
An algorithm can be represented using a pseudocode or a
flowchart. Below is an example of a pseudocode representation of
an algorithm, where you will be able to observe the different parts
of an algorithm we have discussed thus far.
Example 1
Write a pseudocode algorithm to find the square of a number.
Output the square of the number.
Start
Algorithm Square_of_number {The algorithm header}
This algorithm finds the square of a number. {The Declaration}
Declare number and square as integer {Indicating the data type
of the variables}
We have come to the end of this lesson. See you next week
when will continue to look at pseudocode algorithms. Remember,
if you fail to prepare, you prepare to fail.
Natalee A. Johnson teaches at Ardenne High School.Send questions and
comments to kerry-ann.hepburn@gleanerjm.com
NEXT LESSON: FLOWCHARTS
 yl: history

Enslaved Africans & major revolts

DEBBION HYMAN was controlled by blacks for 10 months, showing the active thrust by enslaved peoples to end the
Contributor system of chattel slavery.
OBJECTIVES: BARBADOS, 1816
At the end of the lesson, you should be able to: CAUSES
a) Identify the key personalities in the Berbice (1763), Barbados (1816), Demerara (1823) and The revolt began as the enslaved population believed that emancipation was being withheld by the
Jamaica (1831) revolts. local establishment; in actuality, they had misinterpreted information that they had heard on the Slave
b) Explain TWO causes for the revolts identified in a above. Registration Bill with emancipation. The activities of the nonconformist missionaries among the
c) Describe the nature and consequences of the revolts named in a above. enslaved population were also another cause of the Barbados revolt.

NATURE & CONSEQUENCES

Bussa and Jackey started the Berbice Revolt in April 1816. The revolt would then quickly spread to
Barbados (1816) areas such as St Philip, St John and St George. Within days, martial law was declared and Bussa
Bussa, Roach, Jackey was killed. Almost 200 enslaved Africans were killed, 200 executed, and another 100 enslaved
Franklin Cain Davis peoples exiled to Sierra Leone. The colony would suffer economically as, with the damage or total
destruction of sugar estates, the sugar industry was impacted.

Demerara (1823) DEMERARA, 1823

CAUSES
Berbice (1763) Jack Gladstone & The underlying cause of the revolt was that the enslaved peoples believed that their free paper
Coffy Quamina was being withheld by the islands governor.
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NATURE & CONSEQUENCES
Enslaved Africans refused to return to work until verification of claims of a free paper. In the
ensuing violence, more than 100 slaves were killed; several others were executed after holding court
martials.

JAMAICA, 1831
CAUSES
Jamaica (1831-1832) The underlying cause of the rebellion was the widespread belief that freedom was being withheld
Sam Sharpe by the local authorities. The activities of nonconformist missionaries amongst the enslaved
population were also another factor.

NATURE & CONSEQUENCES

BERBICE 1763
CAUSES
The Berbice Revolt was as a result of the enslaved population being treated inhumanely by white
personnel and also due to the fact that there were inadequate provisions for daily existences supplied
on the estates. The enslaved population had meagre rations and whenever there were shortages, they
would be adversely affected.
Sam Sharpes civil disobedience quickly evolved from a general strike on the Kensington Estate
(St James) into an open revolt. It would quickly spread to several parishes such as Trelawny,
Hanover, Westmoreland and St Elizabeth. The 1831 rebellion is symbolic as it was the largest and
most widespread rebellion in the British Caribbean, and it was the last major revolt in British
Caribbean before emancipation. It resulted in over 100 enslaved persons being executed, including
Sharpe, and 100 flogged. Several Baptist and Moravian missionaries were persecuted, as well as
their churches and chapels destroyed.

NATURE & CONSEQUENCES
The revolt began on Plantation Magdalenburg on the Conje River on February 23, 1763. By March
1763, the revolt had spread to the Berbice River. The enslaved peoples were able to capture several
plantations along the river and Coffy played an instrumental role in this area. Though Coffy
committed suicide, the enslaved peoples were still committed to the cause of freedom. The colony
SOURCES
1. Liberties Lost: Caribbean Indigenous Societies and Slave Systems Hilary Beckles & Verene
Shepherd
2. Caribbean Story, Bk 1 William Claypole & John Robottom
3. Caribbean Revision History for CXC Peter Ashdown & Francis Humphreys
Debbion Hyman is an independent contributor. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

PREVIOUS LESSON: THE HAITIAN REVOLUTION NEXT LESSON: THE END OF CHATTEL SLAVERY IN THE BRITISH CARIBBEAN

YOUTHLINK MAGAZINE | FEBRUARY 21-27, 2017 11

 yl:geography
 Grykes are usually straight but are occasionally curvilinear.

Limestone
JUDITH HENRY
Contributor

FOCUS QUESTIONS:
 What is limestone?
 What are the characteristics of limestone?
 What are the processes leading to the formation of limestone features created on the surface
and underground? Diagram showing clint and gryke formations.

Clints and grikes form under relatively deep cover of soil where water, carrying carbonic acid
LIMESTONE which is formed from dissolved carbon dioxide as well as organic acids from decaying vegetation,
 Is a sedimentary rock composed primarily of calcium carbonate (CaCO3) in the form of the picks out vertical lines of weakness (joints) in the rock. These fissures widen over the years as the
mineral calcite. acidic water preferentially attacks the lines of weakness.
 It most commonly forms in clear, warm, shallow marine waters. COCKPIT
 It is usually an organic sedimentary rock that forms from the accumulation of shell, coral,
algal, and fecal debris. On the map of Jamaica below, the Cockpit Country is shown as an area outlined in pink.
 Can also be a chemical sedimentary rock formed by the precipitation of calcium carbonate from
lake or ocean water.
 Is generally light-coloured.
 Is a permeable rock - meaning that water can enter limestone through pores, joints or cracks in
the rock.
 Is laid down in layers or beds, as limestone is a sedimentary rock, separated by bedding
planes which are caused by changes in deposition rates or content of material deposited.
 Can be slowly dissolved by water.
Limestone is formed from the solidification of minerals out of solution into rock form. Because the
chemicals in limestone can be readily dissolved by acidic solutions and water, they can form karst
topography.

In many limestone areas, the chemical weathering processes of solution and carbonation have
produced distinctive landscapes known as karst landscapes.
Formation of limestone features created on the surface
EXAMPLES OF LIMESTONE FEATURES ON THE SURFACE:
COCKPIT COUNTRY:
 Clints and grykes
 Cockpits  Is a large area with many small hills and depressions.
 Swallow holes  Is formed in an area with white limestone.
 Surface depressions  Features rocks with many joints. These joints cross each other as some run from east to west
Limestone pavements are bare limestone rock surfaces composed of slabs of rock separated by and others run generally from north to south.
variable-width vertical crack.  Has water collected in these joints.
 Has rocks, near the joints, which dissolved relatively quickly, forming depressions.
The most characteristic surface features of limestone pavements are:  There are many caves and sinkholes within the Cockpit Country.
 Their division into blocks, called clints.  No rivers or streams can be found on the surface in the area because they have all disappeared
 Their being bound by deep, vertical fissures known as grykes. into swallow holes and flow underground through caves.

Clints are the blocks of limestone that constitute the paving; their area and shape are directly
dependent upon the frequency and pattern of grykes.
Grykes are the fissures that isolate the individual clints.
 The most dominant gryke system runs almost north to south and there is a secondary, less-
developed system at right angles to it.
 Grykes take many thousands of years to form under the soil, as the rate of solution is slow.
 Grykes can stretch for hundreds of feet until they suddenly terminate or are lost beneath
superficial deposits.
There are at least two theories as to how cockpit karst forms.
The solution theory proposes that heavy tropical rainfall washing through a fissured limestone
plateau over millions of years dissolved, eroded the fissures, washed the debris through the
sinkholes, and eventually out to sea.
The collapse theory maintains that the formation and subsequent collapse of cave systems is the
primary mechanism for cockpit karst formation.
Judith Henry teaches at Ardenne High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

PREVIOUS LESSON: MASS MOVEMENT NEXT LESSON: SWALLOW HOLES AND SURFACE DEPRESSIONS

12 YOUTHLINK MAGAZINE | FEBRUARY 21-27, 2017

 yl:biology

Studying the environment

MONACIA WILLIAMS This square of 1m can be further subdivided into smaller squares (see diagram below). In order to
Contributor use the quadrat accurately, certain conditions must be met. These include:
 The size of quadrat to be used.
ELL, HELLO again, students. How are you all this week? Now that we have completed our  The number of quadrats to be used.

W lessons on Section C, we need to focus our attention on another topic. I hope everything
went well for you last week and that this week will be equally good! Right now, we will be
looking at some of the practical principles involved in the study of the environment. These, along
 The placing or positioning of the quadrats.
At this level of your studies, the third point is the most important of the three. In order to reduce
bias, the placing of the quadrats should be done randomly. Simply throwing the quadrat over your
with the identification and classification of organisms, form the basis of many of the structured shoulder will give some degree of randomness, but there are more accurate ways of doing this. This
questions on Paper 02. Before we begin, you will need to familiarise yourself with some key terms. can be done by dividing the area to be studied into squares and using computer-generated random
These are terms that will be used in the questions that you will be asked to answer; if you do not numbers as coordinates. For example, if random numbers 3, 4 are generated, then walking 3 squares
know what they mean, then you will not be able to answer the questions adequately.
KEY WORDS AND TERMS
Population: A group of organisms of the same kind (species) found in a particular area.
Community: Several populations living together in a particular place, e.g., all the organisms living
under a fallen tree or all the organisms living on a Barbados cherry tree.
Niche: The position occupied by a particular type of organism within the community.
Habitat: This is the place where the organism lives. Habitats can be either terrestrial on land or
aquatic - fresh water (rivers, lakes), sea water (marine), brackish water (estuaries).
Ecosystem: The interaction of living organisms with their environment.
Species density: The average number of organisms belonging to a particular species captured in
10 throws of a 1m2 quadrat.

Y     

K

d 

   from one corner in a straight line along one edge and then 4 squares down into the field would
indicate the position to place the quadrat.

e.g., Calculation of the species density of grasshoppers in an abandoned playing field.

Percentage cover: This is used to describe the distribution of organisms that are not easily
separated into individual units and cannot be easily counted. These include organisms such as grass
lichens, and small molluscs on the seashore, such as periwinkles. Percentage cover is the
proportion of a measured ground area covered by that portion of the organism that is above the
ground.
ESTIMATING POPULATIONS
Not only is it almost impossible to count the total number of individuals in a population, but doing
so would also cause unacceptable levels of damage, both to the organisms and their habitats.
However, population numbers is information that one needs to know in order to study populations,
hence estimates of population numbers have to be made. How do we estimate population numbers?
It is done using sampling methods. Let us look now at some of these methods:
QUADRAT SAMPLING
A quadrat is a square of a known area, usually 1m, made out of wood or metal. It is most
commonly used for estimating the size of plant populations, but it can also be used for estimating
the size of slow-moving or sessile (not mobile) animals, e.g., those on the rocks of the seashore.
TRANSECTS
Transects are useful for estimating populations where one type of habitat is changing to another,
for example, along a shoreline moving from the water on to land. They can also be used to show the
zones different species occupy. The line transect is a straight line crossing an area, recording all the
species that actually touch the line as it crosses the habitat. Alternatively, the line can be marked at
regular intervals, for example, every 5 to 10m, and the organisms present at these points recorded.
The transect can be formed using a rope or a piece of string or a wire; a rope is more commonly
used since it is not only flexible, but is also strong. The line transect can be converted to a belt
2
transect by placing a second line at a measured distance, usually 0.5m from the first. All of the
species within the two lines are then recorded. A line transect can also be used to place quadrats; the
quadrats are placed at regular intervals along the line and the species within the quadrats are
recorded.
Next week, we will look at some of the different methods that can be used to collect animals. In the
meantime, read through this information a few times until you become comfortable with it, because
you will soon be using it to answer questions.
Have a blessed week!
Monacia Williams is an independent contributor. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

PREVIOUS LESSON: ANIMAL VARIETY NEXT LESSON: STUDYING THE ENVIRONMENT PART 2

YOUTHLINK MAGAZINE | FEBRUARY 21-27, 2017 13


Identification of ions and gases
FRANCINE TAYLOR-CAMPBELL
Contributor
YOU SHOULD BE ABLE TO:
 Identify the following cations; Pb2+, Al3+, Ca2+, Zn2+, Fe3+, Fe2+,
NH4+ and Cu2+
Metallic ions or cations are identified based on the colour and
solubility of the hydroxides formed from their reaction with
aqueous ammonia and sodium hydroxide.
Fe2+ produces a dirty-green precipitate, which is insoluble in
excess aq NH3 and NaOH.
Fe3+ produces a rust-brown precipitate, which is insoluble in
excess aq NH3 and NaOH
Cu2+ forms a blue precipitate, which is insoluble in excess aq
NaOH, but soluble in excess aq NH3.
These cations can clearly be identified based on their colours
alone.
Al3+ and Pb2+ both form white precipitates when reacted with aq
NaOH and NH3. In aq NaOH, the precipitates are soluble in
excess, while in aq NH3, they are insoluble in excess. As can be
seen, Al3+ and Pb2+ give the same results so, to differentiate
between them, other reactions must be taken into consideration.
Pb2+ will form precipitates with I-, Cl- and SO42- ions (PbI2
3+
(yellow), PbCl2 (white), PbSO4 (white), while Al will not.
Two other cations form white precipitates. Zn2+ forms a white
precipitate, which is soluble both in excess aq NaOH and NH3.
Ca2+ forms a white precipitate, which is insoluble in excess NaOH
but does not form a precipitate when treated with ammonia. The
NH4+ ion can be identified based on the evolution of ammonia
(NH3) gas when warmed with aq NaOH.
Another method of identifying metallic ions is the flame test.
This is based on the fact that compounds containing metallic ions
produce different coloured flames when heated.
HOW IS THE FLAME TEST CARRIED OUT?
Nichrome wire is first dipped into concentrated hydrochloric
acid. A small amount of the compound to be tested is then placed
on the wire and the loop is held into blue flame (from a Bunsen
burner). The colour of the flame produced is noted and used to
identify the metallic ion present. The colours of the common ions
are shown.
PREVIOUS LESSON: WATER
14
Head of the Caribbean School of Nursing, Dr Adella Campbell, pinning first-year nursing student
Shafeeqah Abdul-Jabbar.
EXAMINATION-TYPE QUESTIONS acid, a yellow-green gas is given off. S bleaches damp litmus
1. Describe what is observed (with the aid of equations) in each
of the following reactions:
(a) Aqueous NaOH is added to aq iron(III) sulphate.
(b) Dilute HCl is added to solid sodium carbonate.
(a) Aqueous barium chloride is added to dilute sulphuric acid.
(b) Aqueous silver nitrate is added to aq sodium chloride. (88
MARKS)
(a) A rust-brown precipitate is formed which is insoluble in
excess NaOH.
Fe3+(aq) + 3OH-(aq) == Fe(OH)3 (s)
(b) Sodium carbonate would dissolve and a gas would be given
off.
Na2CO3(s) + 2HCl (aq) == 2NaCl (aq) + H2O(l) + CO2 (g)
(c) A white precipitate will be seen which will remain insoluble.
Ba2+(aq) + SO42-(aq) == BaSO4(s)
(d) The silver nitrate would react with the chloride ions to form
a white precipitate of silver chloride. Ag+(aq) + Cl-(aq) == AgCl (s)
2. When manganese (II) nitrate Mn(NO3)2 is heated, the only
products are manganese (IV) oxide and a brown gas Q. When
manganese (IV) oxide is added to hydrogen peroxide, a
colourless gas, R, is given off. R relights a glowing splint. When
manganese (IV) oxide is added to hot concentrated hydrochloric
NEXT LESSON: IDENTIFICATION OF IONS AND GASES PART 2
YOUTHLINK MAGAZINE | FEBRUARY 21-27, 2017
yl:chemistry
paper.
(a) Identify the gases represented by the letters Q, R and S.
(b) State the formula of manganese (IV) oxide.
(c) Write equations for the action of heat on (i) sodium nitrate
(ii) lead (II) nitrate.
(d) Oxygen can react with metals and non-metals to form
oxides. Write a balanced equation to show how oxygen reacts
with (i) sodium (ii) sulphur.
(e) What would you observe if water is added to the product
formed in each of the reactions and the solution tested with a few
drops of litmus solution?
(a) The gases Q, R, S are nitrogen dioxide (NO2), oxygen (O2),
and chlorine (Cl2), respectively.
(b) Formula of manganese (IV) oxide - MnO2
(c) 2NaNO3(s) ? 2NaNO2(s) + O2(g);
2Pb(NO3)2 ? 2PbO(s) + 4NO2(g) + O2 (g)
(d) Na (s) + O2(g) ? 2Na2O(s); S (s) + O2(g) ? SO2 (g)
(e) A very vigorous reaction would take place when water is
added to sodium oxide, which would also dissolve. This solution
would cause no change to the blue litmus solution. The sulphur
dioxide produced would dissolve in the water, forming a solution
which would change the blue litmus solution to red.
Francine Taylor-Campbell is an independent contributor. Send questions and
comments to kerry-ann.hepburn@gleanerjm.com
 yl:principles of accounts

Control accounts and subsidiary ledgers

ROXANNE WRIGHT
Contributor

WORKED EXAMPLE:

 
D 


D ^
W
W Z 
^Z

  


 Kingston College team members (from left) Shemar Henry (captain), Josephat
Ononiwu, Lowarne Martin and Zackarie Campbell.
/
SOLUTION:


  ^ >   W >
 
 
D WZ D 
 W >
 ^ D W
^>
 Z ^
All purchases and purchase returns were subject to a trade discount of 10% off the list price. [>1] ^>  
You are required to:
1. Select the appropriate balances and prepare the purchases ledger control account for the month 
of March 2015.

2. Identify TWO advantages of preparing control accounts.

REASONING:
1. PURCHASES LEDGER CONTROL ACCOUNT
[>1] Trade discount is not a part of double-entry accounting and should be ignored in this
account.
2. TWO advantages of preparing control accounts are to:
tKZ</E'^ i. Find the total figures of debtors, creditors, stock, et al, at any given time without having to add
all the figures on the individual records.
W Z  ii. Have a cross-check on the accuracy of the subsidiary records.

Follow us as we trend towards doing a comprehensive coverage of the key areas of the syllabus.
W  
Roxanne Wright teaches at Immaculate Academy. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

PREVIOUS LESSON: SOLE TRADE AND ITS ADJUSTMENT NEXT LESSON: THEORY OF DOUBLE-ENTRY PART 2

YOUTHLINK MAGAZINE | FEBRUARY 21-27, 2017 15

 yl:principles of business

Legal aspects of a business Part 3: Contracts

YVONNE HARVEY
Contribtor
I, ITS POB time again. This week, we will

H complete the elements of a valid contract

and then look at mistakes in contracts,
and termination or discharge of contracts. The
final part of the lesson will consider, briefly,
breach of contracts. First, let us consider
POSSIBILITY as an element of the valid
contract.

POSSIBILITY
This means that all parties to the contract
must be capable of performing the acts in the
contract.

GENUINENESS OF CONSENT OF THE

PARTIES
This is also referred to as GOOD FAITH. Each
party must have entered into the contract of his
own free will. One should not have entered the
contract through undue influence, duress, fraud
or misrepresentation. A contract entered into
under duress means that a person is forced to
enter a contract against his will. Undue
influence means that physical and/or mental
pressure is applied, for example blackmail.
Misrepresentation refers to a false statement
which induces a person to make a contract.
We have now completed the elements of a
valid contract. Lets move on.
MISTAKES IN CONTRACTS
A mistake is an incorrect idea or opinion;
things incorrectly done or thought.
There are three types of mistakes:
1. The common mistake. This is where both
parties make the same mistake. For example,
Mr Singh sold a car to Mrs Whiteman.
Unknown to both of them, the car was stolen
property.
2. The mutual mistake. In this case, both
parties make a mistake, but the mistakes are
different. For example, Mrs Carey has two
Nissan cars a grey and a white one. Misha
agreed to purchase one of the cars. However,
she was most upset when she discovered that
she was being sold the white car instead of the
From left: Dale Eli Di Viner Elliot vlogger; Danielle Savory, public relations manager at FLOW; Tashae Salmon, Mona
High School student; and Constable Rose Morris share a moment on Safer Internet Day. The day, which is
commemorated globally, was used to educate students about safe practices while using the Internet, as well as the
avenues available should they encounter dangerous scenarios.
fully-loaded grey car. At no time did Mrs Carey 3. By death or bankruptcy: In this case, the
intend to sell the grey one. dead persons debts may still have to be paid;
and in the case of bankruptcy, it must be
3. The unilateral mistake. Only one party proven.
makes a mistake. The other party is aware of it, 4. By notice: This is so, for example, in the
but does not reveal it. For example, Sandra case of a contract of employment which can be
buys a pair of gold earrings from Maria at a very brought to an end by either party giving the
high price. Maria is aware that the earrings are required length of notice.
not genuine, but Sandra is ignorant of this fact. 5. By lapse of time: If a time limit was a part
of the agreement.
The examples of mistakes used above are 6. By legislation: In this case, something
taken from CXC Principles of Business by which was legal at the beginning becomes
Karlene Robinson and Sybile Hamil. illegal by law before it can be performed.
7. By an agreed event occurring: The parties
would have agreed that a particular event, if it
TERMINATION/DISCHARGE OF occurred, would nullify the agreement.
CONTRACTS 8. By frustration: This is where an act, though
Contracts can be terminated or brought to an possible at the beginning, becomes impossible
end under the following circumstances: later on.
9. By government interference:This may
1. By Performance: This is where both sides strike at the root of the contract and cause it to
have completed what they agreed to do. be terminated.
2. By the subject matter ceasing to exist: For 10. By mutual consent: Both parties agree to
example, if you agree to buy a horse which dies cancel the contract before it is completed.
before you take possession of it. 11. By breach: In this case, the injured party
must be the one to decide that the contract
should come to its end.
BREACH OF CONTRACT
This is also known as REPUDIATION and
occurs when one or more parties to the contract
breaks a condition or conditions of the contract.
What can be done if a contract is breached?
1. The other party to the contract may
discharge the contract.
2. Redress can be sought in a court of law.
3. Both parties can agree to redo the contract
or dissolve the contract.
Well, friends, thats it for this week. Next week
will be our final lesson on contracts. We will
discuss the types of contracts and end by
considering some questions on contracts.
Bye for now.
Yvonne Harvey is an independent contributor. Send
questions and comments to
kerry-ann.hepburn@gleanerjm.com

PREVIOUS LESSON: CONTRACTS - PART 2 NEXT LESSON: CONTRACTS - PART 4

16 YOUTHLINK MAGAZINE | FEBRUARY 21-27, 2017


The human resources office Part 2
HYACINTH TUGMAN
Contributor
I, STUDENTS! I hope you have been
H making notes on the lessons we have
done so far. I will continue to look at
other functions and the importance of the
human resources office.
STAFF WELFARE
Staff welfare is concerned with the
maintenance of safe working conditions and the
provision of services for employees. These
services include: pension scheme,
superannuation schemes, medical scheme, and
safety regulations.
PROMOTION, TRANSFER,
LAYOFF AND DISMISSAL
As organisations change, they have different
labour requirements. If a firm is expanding, new
jobs are created. On the other hand, if the
volume of work is reduced, the workforce
declines. These factors usually influence
promotion, transfer, layoff, and dismissal.
DISCIPLINARY PROCEDURES
It is the employees responsibility to
familiarise themselves with the organisations
rules and regulations. Organisations often
provide employees with a staff handbook, a
code of regulations, or other written document
indicating the companys disciplinary
procedures.
This department at times may find it
necessary to discipline employees on matters
relating to poor performance, absence or not
being punctual, gross misconduct, harassment,
and misuse of the organisations facilities.
STATUTORY PROVISIONS FOR
EMPLOYEE PROTECTION
There are statutory provisions for employee
protection. Such provisions are legislated and
outline such protection conditions as:
 Employees leave rights
 Public holidays leave/pay
 Sick leave
PREVIOUS LESSON: THE HUMAN RESOURCES OFFICE
A young woman (Matilda Lutz) sacrifices herself to save her boyfriend in
Rings.
 National minimum wage rate
 Maximum work hours.
DUTIES AND RESPONSIBILITIES OF A
CLERK IN A HUMAN RESOURCES
OFFICE
The clerk in this office usually carries out her
duties under the supervision of the human
resources manager/officer. Very strict
confidentiality should be observed by this
person in dealing with personnel matters. The
duties include:
 writing routine letters, e.g. a letter in
YOUTHLINK MAGAZINE | FEBRUARY 21-27, 2017
yl:office administration
CONTRIBUTED
change of address, etc., these details are added
response to a request for information on a
vacancy; a letter inviting an applicant to an
interview; a letter to successful applicant
 arranging meetings for interviews
 maintaining files and records, including
confidential records
 sorting various forms, including
application, appraisal, etc.
 providing information regarding job
vacancies, leave, insurance, etc.
CONTRACTS OF EMPLOYMENT
A contract of employment is a document
which gives the employee certain particulars
NEXT LESSON: THE ACCOUNTS OFFICE
pertaining to the conditions of the service. It
usually indicates:
 Date of commencement
 Remuneration
 Times of payment
 Hours of work
 Length of holidays
 Welfare services and conditions
 Name of department in which employee
will be located
 Length of notice to be given by employer
and employee for termination of employment.
SERVICE RECORD
A service record indicates the date of the
employees first appointment to the particular
organisation, the position(s) he has held, and
the length of time he has served in each post.
LEAVE
Leave may be granted with pay or without
pay. The different categories of leave include:
study leave, vacation leave, sick leave, special
leave, compassionate leave, maternity leave and
no-pay leave. Again I am going to require of you
to make notes on the different categories of
leave.
PERSONAL HISTORY
This is usually recorded from the employees
rsum. When the human resources office
receives additional information pertaining to
qualifications, training, promotion, marriage,
to the employees personal history.
APPRAISAL FORM
An employee appraisal form is a record of
performance evaluation. The appraisal form
allows organisations to compare employees
using the same criteria, and becomes part of
each employees personal file. The
completion of the employee appraisal form
must be both impersonal and impartial. See
you next week.
Hyacinth Tugman is an independent contributor. Send
questions and comments to
kerry-ann.hepburn@gleanerjm.com
17

Separation
of powers
MAUREEN CAMPBELL
Contributor
ARON DE Montesquieu, a French philosopher, expanded on these nascent ideas regarding
B separation of power in The Spirit of Laws (1748), contending that a governments executive,
judicial and legislative functions should be administered by separate branches.
The term separation of powers describes the distribution of power between different branches of
government. In most Caribbean countries, this is between the executive, judicial and legislative
responsibilities of a government which, to a large extent, are separate and distinct bodies. It is widely
believed that a separation of power would prevent the abuse of power by an individual or any single
governmental body.
Jamaica, our island home, is a constitutional monarchy with a British parliamentary system of
government. The Constitution of Jamaica is, therefore, based on the British sociopolitical culture and
is modelled on the Westminster-Whitehall (British) system of government.
PREVIOUS LESSON: TYPES OF GOVERNMENT SYSTEMS
18 YOUTHLINK MAGAZINE | FEBRUARY 21-27, 2017
yl:social studies
THE IMPORTANCE OF SEPARATION OF POWERS
The separation of powers doctrine ensures that the balance of power is maintained within each
arm of the state. As it relates to Jamaica, separation of powers exists as there are safeguards put in
place to ensure that no institution overpowers the other or usurps its function.
The executive is kept in check by the Parliament to which it is accountable and, by a large extent,
by the electorate. The judiciary also ensures that the executive does not abuse its power; the process
of judicial review of the actions of the executive ensures this. In addition, the judiciary is given the
power to declare legislation that goes against the Constitution of Jamaica as void. This safeguards
the rights of the citizens and ensures that the executive does not wield arbitrary power.
THE LEGISLATURE
The picture above depicts the Senate or the Upper House. Both sides of the House consist of both
government and opposition senators.
THE LEGISLATURE AND ITS FUNCTIONS
THE ROLE OF THE LEGISLATURE
 To introduce new laws or statutes.
 To amend or alter existing laws.
 To ratify international treaties.
 To repeal those laws which are no longer applicable or relevant to society.
 To discuss matters of urgent public concern.
The Parliament of Jamaica is the legislative branch of the Government of Jamaica. It is a bicameral
body, composed of an appointed Senate, also known as the Upper House, and an elected House of
Representatives, also known as the Lower House.
The governor general represents the queen in Parliament, and his role is a formal one. Once a
year, at the official opening of Parliament, he delivers the Throne Speech.
CONTINUED ON PAGE 24
NEXT LESSON: HOW A BILL BECOMES LAW

Summary writing
MELISSA MCKENZIE
Contributor
ELLO, STUDENTS. This week, we will begin
H our focus on summary writing.
Here are the answers to the unscrambling
exercise: BRIEF, EXTRACT, CONCISE,
PARAPHRASE, CONDENSE
These words are key aspects of summary
writing and, as we explore this topic, you will
appreciate their significance.
Your ability to summarise is assessed in
Paper 02, Section I of the English A
examination. You are usually given an
extract/passage to read; it is usually expository
or persuasive in nature. This section is valued at
30 marks and you are graded for content,
expression and language, with each area
attracting 10 marks. Your finished summary
should be no more than 120 words. Also, you
are usually expected to complete your summary
in 30 minutes, which means time management
is important.
This section of the paper has been quite
challenging for some students over the years. It
PREVIOUS LESSON: PARAGRAPH WRITING
is, therefore, necessary for us to work through
the features of a summary and the various
techniques you can undertake in order to
improve your summary skills.
Please note that summary writing is a life
skill. It is not a skill that is merely needed for
examination purposes, but summarising can be
seen in every aspect of our lives. Have you ever
written or listened to minutes, prepared a report,
related an incident or watched the nightly news?
All these involve elements of summarising.
THE FOLLOWING ARE BENEFITS OF
SUMMARY WRITING:
 Improvement of reading skills.
 Development of vocabulary skills.
 Enhancement of critical-thinking skills.
 improvement of writing and editing skills.
Let us now look at the features of a summary.
Definition: A summary is a shortened version
of a longer piece of writing. Summary writing
entails removing unnecessary details in order to
retain the gist of the original information.
For some students, the greatest challenge
YOUTHLINK MAGAZINE | FEBRUARY 21-27, 2017
they experience when they are to summarise a
passage results from a lack of understanding of
what they read and an inability to paraphrase the
details they select. If you are going to produce a
superior summary or even one that
demonstrates competence, then the following
summary skills are essential:
 the ability to select key information This
means extracting information that is relevant to
your answer. Information that is relevant to your
answer depends on the aspect(s) of the text you
are to summarise.
 The ability to condense information This
means reducing the length of the given
information while preserving the important
points. This can be done by omitting
unimportant details, or using single words to
replace phrases or clauses (contracting
information).
 The ability to reorganise or rearrange
information This means taking the given
information and arranging it in a different way.
 The ability to paraphrase This means
saying something in a different way by using
NEXT LESSON: TIPS ON WRITING CONSISTENTLY
yl:english language
PATRICK PLANTER/
PHOTOGRAPHER
From left: Dr Peter Ruddock,
manager, Renewable Energy and
Energy Efficiency Department,
Petroleum Corporation of
Jamaica; Lincoln McLntyre,
chairman of the board of
governors of the Wolmers Trust
High School for Girls; Dr
Andrew Wheatley, minister of
science, energy and technology;
Mrs Colleen Montague,
principal, Wolmers Trust High
School for Girls; Shanae
Christian (head girl) and Suen
Chang. Occasion was the
Wolmers Trust High School for
Girls Energy Intervention
Projects handing over cermony
on Friday,February 10.
your own words without changing the
meaning.
Simply put, you need to know what the main
idea and the supporting points are, how to
organise the essential information you have
noted, and how to use your own words to
communicate all this.
I will end this weeks lesson by giving you
several sentences that require you to contract
phrases. The aim of the activity is to find one or
two words that can be used in place of the
underlined phrase in each sentence.
1. When you go to the University of the West
Indies, some courses are required by the
university.
2. Many people give of their time freely to
help the less fortunate.
3. He had to remember everything by heart in
preparation for the examination.
4. He said kind words to Julia after she sang
so beautifully.
5. She was overwhelmed by a feeling of
sadness that her exam results did not meet her
expectations.
6. Tony gives the appearance that he is honest
when he is quite devious.
CONTINUED ON PAGE 24
19

A Contemplation Upon Flowers
BERYL CLARKE
Contributor
WONDER how many of you have ever thought
I about flowers? I have a feeling that far more
young ladies have done so than young men.
After all, not many women, if any, would refuse a
gift of flowers. Birthdays, Valentines Day and
graduations are occasions on which flowers are
sent and received. There are other occasions, of
course, when floral gifts are used to lift the
spirit, bring comfort and show appreciation, but
have you ever looked at flowers from their
perspective or just taken them for granted?
Below is a poem in which the persona spends
time considering them.
A CONTEMPLATION UPON FLOWERS
Brave flowers, that I could gallant it like you,
And be as little vain;
You come abroad and make a harmless show,
And to your beds of earth again;
You are not proud, you know your birth,
For your embroidered garments are from
earth.
You do obey your months and times, but I
Would have it ever spring;
My fate would know no winter, never die,
Nor think of such a thing;
Oh that I could my bed of earth but view,
And smile and look as cheerfully as you.
Oh teach me to see death and not to fear,
But rather to take truce;
How often have I seen you at a bier,
And there look fresh and spruce;
You fragrant flowers then teach me that my
breath
Like yours may sweeten and perfume my
death.
Henry King
If you have already studied this poem, you
know that the poet was a learned clergyman.
Perhaps this explains his reflective and
appreciative attitude to his subject as well as to
death. The speaker starts by complimenting the
flowers through the use of the words brave and
gallant. Now, I dont know about you, but I never
previously used such words to describe flowers,
PREVIOUS LESSON: THINGS FALL APART
20
Keanu Reeves returns to the criminal underworld in John Wick: Chapter 2.
despite growing and loving them. To add to his
list of unusual descriptors, the speaker tells us
that they are also not vain. Since, I believe that
some, if not all of you, have not associated these
words with flowers, then we must try to find out
the reason(s) for their choice.
Before we continue, we should note that the
speaker does not only say good things about
flowers but wishes to emulate at least one of
their characteristics, and we are still only in the
first part of the first stanza. He wants to gallant it
like the flowers, and since that word is used
both as a noun and a verb, its use here may
suggest how strongly the speaker feels. Lines 4
to 6 add another bit of character description
when we are told that the flowers are not proud.
So, now we know that his admiration is based
on three things so far and these are that the
flowers are neither vain nor proud, but brave.
This first verse deals with the actions and
attitudes of these specific plants. They come out
into the open, becoming visible and noticeable,
attracting attention without giving any offence.
Then they go back to the earth without being
puffed up or boastful about their beautiful
appearance which, according to the speaker,
they get from the earth. See how fittingly bed is
used here!
YOUTHLINK MAGAZINE | FEBRUARY 21-27, 2017
The succeeding verses tell us why the speaker
considers the flowers to be brave and gallant. He
makes a contrasts between his own attitude and
that of the flowers, but to what? Do you need to
do another reading of the poem? If you need to,
just pause in your reading of this lesson and
read the poem again. Im sure that you can now
agree that they differ in the way they think about
life, specifically spring or youthfulness and
death. Let us look closely at stanza two.
The speaker says that the flowers follow their
natural pattern of growth; that is, they grow at
the times they should, blossom on schedule,
fade and die as nature decides. The word obey
speaks of the willingness of the plants to submit
themselves to natures order. He, on the other
hand, Would have it ever spring. Spring here
would refer to the time when the plants are green
and young, and bursting with beauty and
fragrance. In reference to himself as a human
being, however, it is about being young and
strong. He wishes that he would always remain
young and, in addition, that he would live for
ever and that no thought of a different future
should have to enter his mind. He goes on to
lament the fact that he is not able to to accept
his bed of earth with the same feeling of joy questions and comments to
that the flowers exhibit.
NEXT LESSON: A CONTEMPLATION UPON FLOWERS - PART 2
yl:english literature
CONTRIBUTED
Then, in the third and final verse we come to
understand even more clearly the reasons for the
speakers admiration of the flowers. What are the
beliefs that lead him to his conclusion?
1. That the flowers do not fear death
2. That even as wreaths at funerals they,
having been cut from their source of support
and sustenance, still look vibrant and neat. One
would have expected them, perhaps, to be
fading, but they continue to beautify the scene.
I would like you to contemplate the title of this
poem, as well as the use of : gallant,
embroidered, spring and winter, bed of earth
and sweeten and perfume before our next class.
God bless and remember, please, that you are
an employed person.
Your school is your place of work, and your
pay is the quality of the character you are
developing and the preparation you are making
towards a skill or profession outside the
classroom.
Beryl Clarke is an independent contributor. Send
kerry-ann.hepburn@gleanerjm.com
 yl:mathematics

Length of a straight line

CLEMENT RADCLIFFE EXAMPLE:  Parallel lines have equal gradient.
Contributor A straight line is drawn through the points X (5 , - 2 ) , Y(3 ,  If perpendicular lines have gradients m1 and m2, then m1 x
6). Find the length of XY. m2 = -1.
HIS WEEK, we will continue to review aspects of coordinate  It is clear then that given two lines with gradients m1 and m2,

T geometry. How many hours were you able to spend last

week reviewing your notes and practising additional
problems? Do you recall the advice not to wait until it is too late?
We will begin with the solution to the homework given last week.
Length: XY 2 = (x2 - x1)2 + (y2 - y1)2 Substituting
XY2 = (6 - - 2)2 + (3 - 5)2
= 82 + ( - 2)2 = 64 + 4
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 will enable you to solve word problems with
XY = 68 information obtained using the above.

HOMEWORK We will try another example. EXAMPLE:

Given the points X( 2 , -3) and Y( 4 , - 5), find the values of: EXAMPLE: Given that the line A(2 , 4) B(0 , 0) is parallel to XY. Find the
(a) Gradient, m (b) the coordinates of the midpoint, M gradient of XY.
A straight line is drawn through the points A(1 , 2) and B(-5 ,
4).
SOLUTION Find (i) the gradient of AB SOLUTION
(ii) the midpoint of AB The gradient m, of AB = y2 - y1 Substituting,
1(a) The gradient of XY = m = y2 - y1 Substituting x2 - x1
(iii) the length of AB
x2 - x1 m=4-0
m = - 5 - -3 = - 2 = - 1 2-0
4-2 2 SOLUTION m = 4/2 = 2
m=-1 (i) The gradient of AB = m = y2 - y1 As both lines are parallel, then the gradient of XY is also 2.
x2 - x1
(b) The midpoint of XY = M = x2 + x1/2, y2 + y1 /2 m = 4 - 2 = 2 = -1
-5 - 1 - 6 3 EXAMPLE:
Substituting,
Given the line through the points A(5 , -2) and B(3 , 4), find
(ii) The mid-point of AB is M = x2 + x1, y2 + y1 the gradient of the perpendicular bisector of AB and its point of
M=4+2,-5-3=6,-8
2 2 intersection with AB.
2 2 2 2
M = ( 3 , - 4) M = -5 + 1, 4 + 2
2 2 SOLUTION
2. Given the points X ( 1 , 0) and Y (- 2 , a ), if the gradient is The gradient of AB = m = y2 - y1 Substituting,
2/3, find a. M=-4,6=-2,3 x2 - x1
2 2 m = 4 - - 2 = 6 = -3
3-5 -2
SOLUTION (iii) In order to find the length of AB, we use the formula AB2 = m = -3
The gradient of XY = m = y2 - y1 Substituting , (x2 - x1)2 + (y2 - y1) 2 Let the gradient of the line perpendicular to AB be m1
x2 - x1 AB2 = (- 5 - 1)2 + (4 - 2)2 m x m1 = -1.
= ( - 6)2 + 22 = 40 -3 x m1 = -1.
a-0=2 AB = 40. m1 = -1 = 1
-2 - 1 3 -3 3
a/-3 = 2/3 3 a = - 6. The midpoint of AB, M, = x2 + x1, y2 + y1 Substituting
If you are to do well on this topic, you must bear the following
2 2
a = - 2. in mind:
 Always begin by presenting the required formula.
M = 5 + 3, 4 + -2 = (4, 1)
Let us now continue the review of coordinate geometry with  To calculate the gradient, you may use one of the following: 2 2
the topic, Length of a straight line. m = y2 - y1 or m = y1 - y2
x2 - x1 x1 - x2 The perpendicular bisector of AB has gradient 1 and passes
LENGTH OF LINE I am sure you can prove that both are correct. Note the order of through the point (4, 1).
the subscripts; the order is important.
The length of AB is found by using Pythagoras Theorem with EXAMPLE:
 In evaluating the values, be careful to ensure the accuracy
AB the hypotenuse of the right-angled triangle ABC. As triangle The line l passes through the points S (6, 6) and T (0 , - 2).
of the substitution and please watch the negative signs (directed
ABC is right-angled, therefore AB2 = BC2 + AC2.
numbers).
Given the coordinates of the points A(x1, y1) and B(x2, y2), CONTINUED ON PAGE 24
Kindly note the following points with respect to the gradient of
AB2 = (x2 - x1)2 + (y2 - y1)2 a straight line:

PREVIOUS LESSON: GRAPHS NEXT LESSON: EQUATION OF A STRAIGHT LINE

YOUTHLINK MAGAZINE | FEBRUARY 21-27, 2017 21


Research Part 4
TRUDI MORRISON REID
Contributor
HIS WEEK, we will take a look at some
T advantages and disadvantages of some
methods of data collection.
ADVANTAGES OF INTERVIEWS
 Provide in-depth information.
 Allow the researcher more flexibility.
 Can yield a high volume of data.
 Respondent can be observed for non-
verbal cues, which could lead to the interviewer
asking follow-up questions or detecting
deception.
DISADVANTAGES OF INTERVIEWS
 May collect unnecessary information.
 Can be affected by researchers biases.
 Can be time-consuming
 Heavily dependent on the respondents
availability/schedule.
 Information given could be based on the
respondents memory (Poor memory may affect
accuracy of the information).
ADVANTAGES OF OBSERVATIONS
 Reduced occurrence of respondents biases.
 Can yield a high volume of data.
 Allow for researchers flexibility.
DISADVANTAGES OF OBSERVATIONS
 Reactions of the respondents may be
misinterpreted.
 Important data could be missed because of
the time the observation takes place.
 Persons being observed may alter their
natural behavior because they are being
observed.
 Can be affected by researchers biases.
ADVANTAGES OF DOCUMENT REVIEWS
 Allows access to (otherwise) inaccessible
information.
 Relatively low cost.
 Access to very detailed information.
22
DISADVANTAGES OF DOCUMENT
REVIEWS
 Information stored in the documents could
be incomplete.
 Time-consuming.
 Information may be outdated.
 Information may be biased.
ADVANTAGES OF QUESTIONNAIRES
 Facilitate the collection of data from a
large population.
 Less time-consuming than some other
methods.
 Allow for anonymous responses.
 Is easily administered.
DISADVANTAGES OF QUESTIONNAIRES
 Uneconomical (If done on paper this can
be very expensive).
 Do not allow for follow-up/probing
questions.
 Responses provided can be misleading.
 Responses provided can be
misunderstood.
 May be affected by respondents literacy
levels.
ADVANTAGES OF SURVEYS
 Relatively easy to administer.
 Can be developed in less time (compared
to other data-collection methods).
 Cost-effective, but cost depends on survey
mode.
 Can be administered remotely, via online,
mobile devices, mail, email, kiosk, or telephone.
 Conducted remotely, can reduce or
prevent geographical dependence.
 Capable of collecting data from a large
number of respondents.
 Numerous questions can be asked about a
subject, giving extensive flexibility in data
analysis.
 A wide range of data can be collected.
DISADVANTAGES OF SURVEYS
 Respondents may not provide accurate,
honest answers.
YOUTHLINK MAGAZINE | FEBRUARY 21-27
yl:communication studies
 Respondents may not feel comfortable
providing answers that present themselves in an
unfavourable manner.
 Surveys with closed-ended questions may
have a lower validity rate than other question
types.
 Data errors may exist due to question non-
responses.
This is not an exhaustive list of the
advantages and the disadvantages of the
methods.
So, by now you must have considered the
method of collecting the data you will need for
your research for your internal assessment, but
how much thought have you actually given to
the source of the data? We spoke in previous
lessons about the importance of finding persons
who are considered authorities on the topic
being investigated, and we mentioned the need
for these sources to be free from bias in order to
ensure that the information is reliable and valid.
Let us look very briefly at some of the types of
bias we need to safeguard against interfering
with our research.
TYPES OF BIAS
1. CULTURAL BIAS
If the data has been collected from someone
from a different culture, the researcher must be
mindful of how the data that has been collected
is interpreted. Similarly, if the researcher is
researching something within his own culture,
he/she must be careful not to overlook certain
responses because one is accustomed to the
same belief system.
2. POLITICAL BIAS
The possible political bias of the respondent
can influence his/her outlook on certain
situations based on political affiliation (to a
political party) or political ideology (for
example, socialism vs capitalism). Imagine that
you are researching how crime impacts the
educational achievement of teenage boys in an
inner-city community and you wanted to look at
the solutions for Jamaicas crime problem.
Consider how diverse the response from the
current national security minister would be from
the response from the Opposition spokesperson
on security.
3. SOCIAL BIAS
Factors such as age, race, gender and social
class can colour an individuals perspective on
any matter.
Two other things to be mindful of in order to
avoid bias when collecting data are:
1. SAMPLE
In order to present a balanced perspective on
the issue being investigated, you may need to
have a wide enough sample that covers a variety
of perspectives spanning age, race, gender,
social class and educational level. If your
research is confined to a specific population, for
example, teenage boys in the Waterworks Valley,
then you need to ensure that you speak to quite
a number of the boys in order to have a
representative sample. There are several sample
designs that can be used to determine your
sample size and profile, depending on your
research.
2. FAULTY RESEARCH METHODS
Ensure that your research tools are carefully
assembled and used responsibly in order to
capture reliable data about the issue you are
researching. A questionnaire that asks the wrong
questions cannot provide the answer to the
research question guiding the research.
Likewise, responses which are improperly coded
and misinterpreted by the researcher can lead to
faulty conclusions at the end of the research.
The topic of research, as you can tell, is a
pretty extensive one. Continue reading your
texts and seeking your teachers guidance as you
undertake your research for your internal
assessment and beyond.
Next week, we will look at some common
fallacies that occur in reasoning. We will also tie
all of this together in the context of the
expository speech presentation. How fun will
that be?! Yay!
CONTINUED ON PAGE 24

Development through the arts
JASON MCINTOSH
Contributor
GOAL:
For students to evaluate the ways in which
the arts and popular culture impact Caribbean
society.
OBJECTIVES:
1. Describe how human and cultural
development contributes to a sense of identity.
2. Describe how the development of the arts
contributes to employment.
3. Examine the contributions made by noted
Caribbean nationals to the development of art
forms in the Caribbean.
IDENTITY AND BELONGINGNESS
A sense of identity and belongingness can
be developed in the Caribbean when artists,
musicians, poets and various performers
develop a sense of self-worth for the work they
do by marketing themselves internationally.
This international recognition facilitates the
development of a Caribbean identity through
their achievements in literature, music and
dance. The successes enjoyed by our singers,
musicians, dancers and writers give Caribbean
people a sense of pride in their heritage. This
feeling suppresses Eurocentric beliefs and
cultural imperialisms from the colonial
legacies, and leads to the empowerment of the
human being, which is a necessary requirement
for human development. Caribbean arts also
contribute to the empowerment of man,
because people can grow intellectually through
their dedication to a particular disciple, for
example, Rex Nettleford for his work in dance
movement.
CONTRIBUTION TO EMPLOYMENT
The development of the arts across the
Caribbean is a great opportunity for the creation
of unconventional employment opportunities. It
is important to note that in this case, the artiste
is not the only one who benefits but also those
who are integrally involved in the production
process promoters and even those who
manage successful artistes. The rise of the arts
has created an arena of new types of jobs in
Caribbean.
CONTRIBUTIONS BY
NOTED CULTURAL ICONS
The arts contributeto the development and
definition of Caribbean culture, not only those
living within it and those in the diaspora, but
also to people looking at the culture from
outside, in the wide world. (Muhammed, 2015)
REX NETTLEFORD
Patriotism is not short, frenzied outbursts of
emotion, but the tranquil and steady dedication
of a lifetime, said former United States
presidential nominee Adlai Stevenson. With a
lifetime of dignified and distinguished service to
Jamaica and the wider Caribbean, Professor the
Honorable Ralston Milton Rex Nettleford
established himself as the quintessential
Caribbean patriot, whose contributions will
forever be etched into the annals of the regions
history.
 Nettleford was a prominent Jamaican
historian, sociologist, dancer and
choreographer, considered by many to be
Jamaicas cultural ambassador to the world.
 He was co-founder of the National Dance
Theatre Company in Jamaica in 1962 and led
the organisation for almost 50 years.
 He studied the Rastafari movement in
West Kingston, Jamaica, after returning from
Oxford University.
 He founded and ran the Trade Union
Education Institute.
 He was the vice-chancellor of the
University of the West Indies in Jamaica.
 He was one of four alumni awarded an
honorary degree in 2003 in celebration of the
100th anniversary of the Rhodes Scholarship at
Oxford University in Oxford, Oxfordshire,
England.
 He earned a Rhodes scholarship to study
political science at Oxford University in Oxford,
Oxfordshire, England, while he was a student at
the University of West Indies in Jamaica.
 In describing his legacy, it seems that no
other words are more fitting than, Rex
Nettleford, a nation, his monument.
LOUISE BENNETT-COVERLEY
This beloved poet and social activist was
born in Jamaica and recieved her formal
YOUTHLINK MAGAZINE | FEBRUARY 21-27, 2017
education from some prominent schools in the
country like Ebenezer Primary, St Simons
College and Excelsior High School. From an
early age, she had a taste for the theatrics, and
at 17 she recited her first poem at a concert at
Coke Methodist Church in 1936. However, her
early work was not appreciated mainly because of
her use of the Jamaican dialect; the British accent
was highly admired at that time. Nevertheless,
Louise Bennett remained persistent in using the
Jamaican dialect in her poetry as she wanted her
poems to be a reflection of the life and
philosophy of Jamaicans.
Her poems were first published in a Sunday
newspaper by Michael deCordova and this
paved the way for the fame of Louise Bennett.
Her poem Colonization in Reverse (1966)
became one of the main sources of her
popularity. It reflected the thoughts of the
minorities of post-colonial times who were
residing in the United Kingdom. In this poem,
she touched the sensitive topic of racial
inequality experienced by Jamaicans as well as
South Asians under the post-colonial rule,
especially those minorities who had moved to
England in search of better jobs but were facing
oppression at the hands of the British. Bennett
reflected on the struggles which both the
Jamaicans and South Asians had to endure in
an attempt to survive in Britain at that time.
In 1945, Bennett went to the Royal Academy of
Dramatic Arts in England, then she later joined
the British Broadcasting Corporation (BBC) and
hosted Caribbean Carnival and West Indian
Night on radio. She later married Eric Winston
Coverley in 1954 and in 1956 she became the
drama officer at the Jamaica Social Welfare
Commission. Later, she was appointed as its
director. Bennett also taught drama at the
University of the West Indies Extra Mural
Department and at some other agencies. She was
subsequently awarded the MBE (Member of the
British Empire) for her work with the Jamaican
theatre, and also received several other awards,
nationally and internationally, like the insignia of
the Order of Jamaica in 1974 by the Government
of Jamaica for her extraordinary performance in
the school of literature and the arts.
MARTIN CARTER
One of the most important poets to come out
yl:caribbean studies
of the Caribbean, Martin Carter has been
compared to literary lions such as W.B. Yeats
and Pablo Neruda. His most famous work was
fuelled by the political turmoil that gripped his
native Guyana in the 1950s and 1960s. He told
fellow Guyanese writer Bill Carr, in an interview
for the Guyanese magazine Release, that
politics and poetry were inseparable. [If]
politics is a part of life, we shall become
involved in politics, if death is a part of life, we
shall become involved with death, like the
butterfly who is not afraid to be ephemeral.
Unfortunately, because of his politically
charged poems, Carter was often pigeon-holed
as a revolutionary poet, but as Guyanas
Stabroek News wrote, ...There were other
voices in Martin Carter, strains of tenderness,
love poems of moving fervour, agonies
expressed that have nothing to do with politics,
insights into all of human nature.
During his life, Carter received limited
recognition outside of Guyana, mainly because
he refused to abandon his country. A friend of
his told the Guyana Chronicle, Exile for him
was not going overseas like so many of the
Caribbeans best writers, but exiled within his
own country; in his own way, and fighting the
fight at home. As he fought that fight, he wrote
words of defiance, beauty, pain and hope,
leaving a literary legacy that, finally, in the 21st
Century, is receiving worldwide critical respect.
REFERENCES
Developed Early Passion for Poetry,
Published First Poems of Protest, Found Fame
with Prison Poetry, LaBalle, C., (no year).
Martin Carter Biography, JRank Articles.
Louise Simone Bennett, Unknown Author
(2012) retrieved from
http://www.onlyinnajamaica.com/biography/loui
se-bennett/
Rex Nettleford, Unknown Author (),
retrieved from
http://www.imdb.com/name/nm2098128/bio
Jason McIntosh teaches at The Queens School. Send
questions and comments to
kerry-ann.hepburn@gleanerjm.com
23

CONTINUED FROM PAGE 18
SENATE
The Senate is a nominated House made up of
21 senators in Jamaica. Thirteen senators are
appointed by the governor general on the advice
of the prime minister. The other eight are
appointed on the advice of the leader of the
Opposition. Not more than four ministers can be
appointed from the Senate, and they may have
portfolio responsibilities. The Senate usually
functions as a review chamber, considering bills
passed by the House of Representatives. The
Senate may also initiate legislation, except
money bills.
HOUSE OF REPRESENTATIVES
The House of Representatives consists of 63
members, elected by single-member
constituencies using the first-past-the-post
system. The government in power can only exist
if it has the support of the majority of the
members of the House of Representatives. Most
bills are initiated in the House of
Representatives. No bill may become law unless
it is passed by a majority of the members
present in the House. The House of
Representatives has control over the
Governments finances. No funds may be
granted nor taxation levied without the approval
of the House.
THE SPEAKER
The Speaker of the House is formally elected
by the members of the House of Representatives
from among their number, at the first sitting after
each general election or when there is a
vacancy. His job includes keeping other
members within the rules of the House,
ensuring that the rights of the Opposition
members are protected, and that every member
gets a fair hearing.
LEADER OF THE HOUSE
The leader of the House of Representatives is
responsible for the flow of business within the
House. It is his job to see that time is provided
yl:social studies
for debate on various matters there. The leader
of the House will consult the Opposition and
seek to reach concurrence as to what business
will be done in the House each day.
ACTIVITIES:
1. Explain THREE reasons why there is a need
for a separation of powers in government.
2. Outline the main purpose of the Lower and
the Upper Houses as part of the Jamaican
Government.
Maureen Campbell teaches at St Hughs High School.
Send questions and comments to kerry-
ann.hepburn@gleanerjm.com

yl:mathematics yl: english language

Quote of
CONTINUED FROM PAGE 21

Determine: 1) The gradient of l 2) The midpoint of the ST.

the Week CONTINUED FROM PAGE 19

3) The length of ST. 7. Timothy had to change his appearance so nobody would
SOLUTION recognise him.
8. He had to make up his mind quickly about the college he
1) Gradient m = y2 - y1
x2 - x1
Substituting, m = - 2 - 6
Focus wanted to attend.
9. He had to fix his attention on the problem so that he could find a
solution.
0-6
m=-8=4
-6 3 on 10. Year after year, people from other countries come to Jamaica to
participate in the Jazz and Blues Festival.
See you next week!
2) Midpoint M = 0 + 6 , - 2 + 6 = ( 3 , 2)
2 2
3) ST 2 = ( 0 - 6)2 + ( - 2 - 6 )2 = (- 6)2 + (- 8 )2
where Melissa McKenzie teaches at Old Harbour High School. Send questions and
comments to
kerry-ann.hepburn@gleanerjm.com
= 36 + 64 = 100
ST = 100 = 10.
you want
HOMEWORK
Given the points A(-6, 1) and B(4 , - 3), find the following
with respect to the line AB:
(i) Gradient, m (ii) midpoint, M (iii) length of the
to go, yl: communication studies
line AB (iv) Gradient of XY which is parallel to AB
(v) the gradient of AC which is perpendicular to AB. not on CONTINUED FROM PAGE 22 information, other than the boys,
who can help with your research.
(b) For response provided in part
All the best for the week ahead.

Clement Radcliffe is an independent contributor. Send questions and

what you SOMETHING TO THINK
ABOUT
(a) above, say why the source
would be a good source of
information.
1. You wish to investigate how

fear.
comments to kerry-ann.hepburn@gleanerjm.com
crime impacts the educational
Trudi Morrison Reid teaches at The
achievement of teenage boys in the Queens School. Send questions and
community of Waterwork Valley. comments to
(a) Name two sources of kerry-ann.hepburn@gleanerjm.com

24 YOUTHLINK MAGAZINE | FEBRUARY 21-27, 2017