Jamaican sprinter Usain Bolt (second right), and Ethiopian long-distance runner Almaz Ayana (second left) hold

their 2016 Athlete of the Year awards. They are surrounded by

Prince Albert II of Monaco (left) and the president of the International Association of Athletics Federations, Sebastian Coe, at the 2016 World Athletics Gala Awards, recently held
in Monaco.

YOUTHLINK MAGAZINE | JANUARY 10-16, 2017 9


MONACIA WILLIAMS
Contributor
APPY NEW Year, students. Can you
H
believe we are in the second week of
January already? In no time you will be
sitting your exams, so ensure that you make
every minute count.
Last week, the word ‘speciation’ was
mentioned. This week, we will be looking at it in
greater detail. Over the next few lessons, we will
be covering an area of biology that many
students, because of religious beliefs, tend not
to want to deal with but, as Albert Einstein said:
‘We still do not know one-thousandth of one
percent of what nature has revealed to us.’
So, let us keep our minds open and
appreciate the subject for the joy and beauty it
unfolds for us!
WHAT IS SPECIATION?
Speciation is the formation of two or more
new species from an existing one. Since
speciation takes place over many hundreds of
thousands of years, it is difficult to prove that the
theories concerning what happens in the
formation of a new species are correct. The main
theory is based on the concept that selection
pressure acts on particular features exhibited by
individuals within a population, resulting in the
formation of groups which eventually become
genetically different. This difference continues to
become more prominent and to be passed on to
successive generations, until reproduction is no
longer possible between the groups. When this
happens, the groups are considered to be new
species.
We will look at a few of the factors which
favour speciation. The first is geographical
isolation.
This occurs when a population of the same
species of organisms becomes separated from
each other by physical barriers such as a
mountain range, a roadway, or a river. Before the
barrier appeared, the organisms were able to
interact with each other. This interaction
included mating and the production of fertile
offspring. The gradual appearance of the
physical barrier limited the interactions of the
organisms, however, eventually causing all
PREVIOUS LESSON: PATTERNS OF INHERITANCE: WHAT IS A SPECIES?
10
Patterns of inheritance:
Speciation
Educators at the National Environment and Planning Agency, and students treated
to a field trip that included birding and a nature scavenger hunt, using BirdSleuth
Caribbean materials published by BirdsCaribbean.
interactions to stop. Each population will
continue to live and interbreed in its own new
environment. If the environments are different,
then the selection pressures operating on the
populations will be different. Each population
will adapt to suit the environment in which it
finds itself, gradually passing on newly acquired
traits, hence becoming more and more different
from each other. After many hundreds of
generations, the populations may become so
different that even if they are brought back
YOUTHLINK MAGAZINE | JANUARY 10-16, 2017
together in the same environment, they can no
longer successfully interbreed. Two species now
exist. Island chains, such as the one in which
Jamaica is found, would have proven to be ideal
for this type of speciation. For example, the West
Indian parrots all belong to the genus Amazona,
of which there are several species, all except one
of which are endemic to a particular island.
Speciation can also be caused by behavourial
isolation. What do we mean by this? If, for
NEXT LESSON: PATTERNS OF INHERITANCE: NATURAL SELECTION
yl:biology
example, one section of the population becomes
nocturnal (active only at nights) and the other
part becomes diurnal (active only during the
day), the two sections of the population will be
unable to mate with each other, even though they
exist in the same habitat, because their
behaviours will prevent them from interacting
with each other. They are reproductively isolated
and this, after successive generations, can cause
speciation to occur. Two populations within a
particular species can develop courtship
displays which become essential for successful
mating. For example, the peahen is only
stimulated to mate by the visual courtship
display of the peacock, and the flight patterns
and flash displays of fireflies prevent mating
between species.
Ecological isolation can also lead to
reproductive isolation, which can eventually
cause speciation. This can occur when different
parts of the population occupy different niches
within the same environment. For example, one
population may live in the treetops, while the
other lives on the forest floor.
One of the unfortunate facts of life is that
existing species of organisms are made extinct
at a faster rate than new ones are formed.
Environmentalist Paul Ehrlich reminds us that:
‘Few problems are less recognised, but more
important than the accelerating disappearance of
Earth’s biological resources. In pushing other
species to extinction, humanity is busy sawing
off the limb on which it is perched.’
One such species that has become extinct is
the Caribbean monk seal, Monachus tropicalis.
This seal was believed to be the only seal native
to the Caribbean and the Gulf of Mexico. Due to
man’s actions, it no longer exists. Its genes are
lost forever from the gene pool. Other extinct
species include the Jamaican monkey, Xenothrix
mcgregori, and the Jamaican Giant Galliwasp,
Celestus occiduus.
It is our responsibility to take care of our
environment since we are only borrowing it from
our children.
See you next week!
Monacia Williams is an independent contributor. Send
questions and comments to
kerry-ann.hepburn@gleanerjm.com

Education: a lifelong process
MAUREEN CAMPBELL
Contributor
DUCATION MAY be defined as the
E
transmission of knowledge, skills and
understanding; it is an organisation that
provides instruction. It is an institution for
teaching individuals the wealth of
information/knowledge gained by a person after
studying particular subject matters, or
experiencing life lessons that provide an
understanding. Education requires coaching of
some kind from an individual or collected
literature. The most common forms of education
result from years of schooling that incorporates
studies of a selection of subjects or a skill.
Education acts as a source/factor promoting
social mobility in the Caribbean. Education is,
therefore, essential for our society and every
individual. Education plays a harmonising role
for the overall development of the individual,
socially and nationally.
The levels of education recognised in Jamaica
are: early childhood, primary, secondary and
tertiary. One is expected to leave the first three
institutions at a specific age. There are private
and government-owned schools in the
Caribbean. There is a national curriculum for the
educational system in Jamaica.
Type of Institution: Early childhood
Age limit: 2-6
Characteristics of level of education: Early-
childhood education, also known as preschool,
is a non-compulsory level of education offered
at both public and private institutions. It is
designed to prepare the individual for the
expectations of school life.
Qualification to move on: Age
Type of Institution: Primary
Age limit: 7-12
Characteristics of level of education: Primary
education in Jamaica spans six years – grades
one through six – and serves children from 6 to
12 years of age. For matriculation into a
secondary school, a national examination is
done, which places students in schools based
on performance.
PREVIOUS TOPIC: DYNAMICS OF GROUPS AND INSTITUTIONS
Qualification to move on: National
examination
Type of Institution: Secondary
Age limit: 12-17 (5th form or grade 11), 17-
19 (sixth form)
Characteristics of level of education: The
secondary or high-school system consists of
two cycles. The first cycle commences in grades
7-11. The second cycle is provided in grades 12
and 13 of these schools. At the end of grade 11,
students sit for the Caribbean Secondary
Education Certificate (CSEC) with subjects
administered by the Caribbean Examinations
Council (CXC). At grades 12 and 13, students
are prepared for entry into tertiary or higher-
education institutions. Students who are in sixth
form sit the Caribbean Advanced Proficiency
Examination (CAPE). Selection of subjects or
skill training is based on the competence of the
student.
Qualification to move on: Regional CXC
examination
Type of Institution: Tertiary
Age limit: 17 and above
Characteristics of level of education: Post-
secondary and tertiary-level programmes in
Jamaica are offered by a wide variety of
institutions, including teacher-training colleges,
community colleges, vocational training centres
and institutes, the Vocational Training
Development Institute, schools of midwifery and
nursing, the University of the West Indies and
the University of Technology.
Qualification to move on: Preparation for work
and achieved status.
MANIFEST AND LATENT FUNCTIONS
Manifest functions are functions that are
intended. They are stated, recognised,
conscious functions of all institutions.
Latent functions are functions that are not
intended. They reflect the hidden purposes of an
institution.
YOUTHLINK MAGAZINE | JANUARY 10-16, 2017
Manifest: Social control
Latent: Keep students off the streets and not
in full-time employment
Manifest: Socialization, transmitting culture
and social placement
Latent: Source of matchmaking, meeting
future marriage partners
Manifest: Sorting and classification
Latent: Production of social networks
Manifest: Instructions and training
Latent: Creating, making leaders through the
hidden curriculum
FUNCTIONS OF EDUCATION FOR THE
INDIVIDUAL
(1) An established organisation having a
structure and assisting in the function that is
meant to preserve and extend social order.
(2) The teaching of cognitive skills such as
reading, writing and mathematics to transmit
specific knowledge.
(3) All-round development – education aims
at the all-round development of a child, i.e.
physical, mental, social, emotional and spiritual.
(4) Preparing for the future – to socialise
children into the various roles, behaviours and
values of the society. It is through education that
individuals can earn a livelihood, getting a
proper education, which leads to productivity.
(5) Developing personality – schools help
students to develop positive civic attitudes and
skills to exercise the rights and responsibilities
of citizenship.
FUNCTIONS OF EDUCATION IN OUR
SOCIETY
(1) Systematic cultural transmission:
Encouraging appreciation of cultural diversity
and acceptance of different norms, traditions,
values, and beliefs in different countries and
regions.
NEXT TOPIC: RELIGIOUS AND ECONOMIC INSTITUTIONS
yl:social studies
(2) Social change and control: At school, the
personality of the child is developed. The old
traditions and customs are preserved and
transmitted with the situations, which are ever-
changing.
(3) Reconstruction of experiences: An agent
of socialization, education is a lifelong process.
It is education that helps the individual to
reconstruct the experience and adjust with the
environment.
(4) Development of social and moral values:
Education teaches moral and social values such
as cooperation, tolerance, sympathy, love
affection, respect towards elders, helping the
poor and needy, etc.
(5) Providing opportunity or equality:
Education teaches tolerance, it helps in the
stratification process. However, it does teach us
to give equal opportunities in all aspects of life
journey, irrespective of caste, creed, colour, sex
and religion.
FUNCTIONS OF EDUCATION TOWARDS
A NATION
(1) Internalization of civic and social
responsibility – education helps in the
development of positive civic attitudes and skills
to exercise the rights and responsibilities of
citizenship.
(2) Training for leadership – The leadership
quality of the individual is developed when he
participates in all spheres of social, political,
religious and educational activities.
(3) National integration – We are living in one
country having diversities in respect of colour,
caste, language, diet, dress, habits and physical
environment. (‘Out of Many, One People’)
CONTINUED ON PAGE 24
11
Send questions and comments to kerry-
ann.hepburn@gleanerjm.com
 yl:chemistry
 In electrolysis, an electric current is used to split the molten

Extraction of
metal ore to produce the pure metal.
 Iron is extracted from its ore in the blast furnace. Coke (C),
limestone and iron oxide are heated in the furnace. Carbon
monoxide reduces the iron oxide to form iron and limestone
removes the impurities of silica.
 Iron produced from the blast furnace contains carbon which
is usually removed by reacting with oxygen. Low- or high-carbon

metals
steel can be produced based on the amount of carbon present.
 Aluminium oxide is molten and electrolysed using carbon
electrodes. The molten aluminium is collected. Cryolite is added
to the molten ore to lower the reaction temperature.

QUESTIONS
1. What is reduction? Reduction is the process whereby a
metal ion gains electrons to form the metal. Mn+ + né = M

2. Why are different reduction methods used to extract

aluminium and iron? The reactivity of the metal determines the
reduction method used. Reactive metals such as aluminium are
extracted using electrolysis, as they are more reactive than the
usual reducing agents used. Iron is not as reactive as aluminium
and its ore can be reduced by the reducing agent carbon and
carbon monoxide. This method is, therefore, used.

3. What method would you use to extract sodium and lead

from their respective ores? Sodium is a very reactive metal, high
in the reactivity series, so electrolysis is the method of choice.
Lead is much lower in the reactivity series and its ore can be
reduced by reducing agents carbon monoxide and hydrogen, so
this method is used.

4. Outline the steps involved in the extraction of iron. In the

extraction of iron, the ore (haematite) or iron oxide, carbon and
limestone are burnt in a blast furnace. The main steps are shown
below.

Step 1: The carbon burns to form carbon dioxide.

C (s) + O2 (g) -----> CO2 (g)

Step 2: The carbon dioxide reacts with more coke (carbon) to

form carbon monoxide, which is the reducing agent in this
Former ambassador to the United Kingdom and now CEO of COK Sodality Co-operative Credit Union,
method.
Aloun Ndombet Assamba (right), gives a little pep talk to (from left): Sandy Stephenson, Opal Morrison,
CO2 (s) + C (s) -----> 2CO (g)
Monique Phillips, Kisone Currie and Sashana Reid, all graduating students, at the Excelsior Community
College graduation ceremony, held at the Jamaica Conference Centre in Kingston on November 24, 2016.
Step 3: The carbon monoxide reduces the haematite to iron.
Assamba was guest speaker at the event.
which is collected at the bottom of the furnace as molten iron.
Fe2O3 (s) + 3CO (g) -----> 2Fe (s) + 3CO2 (g)
Impurities in the ore, mainly silica, are removed by reacting
FRANCINE TAYLOR-CAMPBELL These include silver, gold and platinum. with calcium oxide formed from the decomposition of
Contributor  Minerals and rocks which contain metal compounds are limestone.
HAPPY NEW Year, students. Remember that with hard work called ores.
you can achieve your goals.  Examples of ores include bauxite (Al), haematite (Fe) and 5. Why is cryolite used in the extraction of aluminium?
zinc blende (Zn). Cryolite is used to lower the reaction or melting temperature of
 Metals are extracted from their ores by reacting with a the molten alumina.
TOPIC REVIEW
 Native metals refer to those metals that are found reducing agent such as carbon or hydrogen. Metals that are more
Francine Taylor-Campbell is an independent contributor. Send questions and
uncombined (by themselves) because they are unreactive. reactive are extracted by electrolysis. comments to kerry-ann.hepburn@gleanerjm.com

PREVIOUS TOPIC: NON-METALS NEXT TOPIC: METALS AND ALLOYS

12 YOUTHLINK MAGAZINE | JANUARY 10-16, 2017

 yl:principles of accounts

Books of prime entry: QUESTION 1B:

Dr Kim Blair, physiotherapist, began her practice by investing the following assets:
Ψ

General
ĂƐŚ ϳϴϬϬ
^ƵƉƉůŝĞƐ ϰϮϬϬ
ƋƵŝƉŵĞŶƚ ϯϳϱϬϬ
&ƵƌŶŝƚƵƌĞ ϵϬϬϬ

Record the opening entry in the journal.

journal
SOLUTION
Question 1b:
ƌ ƌ
Ψ Ψ
ĂƐŚ ϳϴϬϬ
^ƵƉƉůŝĞƐ ϰϮϬϬ
ƋƵŝƉŵĞŶƚ ϯϳϱϬϬ
&ƵƌŶŝƚƵƌĞ ϵϬϬϬ
ROXANNE WRIGHT ƌ͘ <ŝŵůĂŝƌ ϯϵϬϬϬ
Contributor
Question 1c:
STUDENTS, I take this opportunity to wish you a happy and prosperous new year. May 2017 be a Norman England owns and operates a toy repair store and had the following transactions.
year in which you work hard to accomplish all your dreams. You are required to record the entries in the general journal:
ϮϬϭϲ dƌĂŶƐĂĐƚŝŽŶƐ͗
WORKED EXAMPLE DĂƌĐŚ ϭ /ŶǀĞƐƚĞĚΨϮϰϬϬϬŝŶďƵƐŝŶĞƐƐ
ϯ WƵƌĐŚĂƐĞƐ ƐƵƉƉůŝĞƐŽŶĂĐĐŽƵŶƚΨϱϮϱ
Question 1a: ϱ WƵƌĐŚĂƐĞĚĞƋƵŝƉŵĞŶƚ ĨŽƌ ΨϮϳϬϬϬ͕ƉĂLJŝŶŐΨϭϴϬϬϬ ĐĂƐŚ ĂŶĚŝƐƐƵŝŶŐĂϯϬͲ
You are required to set out in journal form the entries necessary to record the following ĚĂLJŶŽƚĞĨŽƌƚŚĞďĂůĂŶĐĞ͘
ϳ ZĞĐĞŝǀĞĚΨϰϱϬϬŵĐĂƐŚ ƌĞƉĂŝƌƐ
transactions for May 2016. Assume that other subsidiary books have not been kept. ϵ WƵƌĐŚĂƐĞĚƐƵƉƉůŝĞƐ ŽŶ ĂĐĐŽƵŶƚ Ψϳϲϱ
ϭϭ WĂŝĚƌĞŶƚĨŽƌŵŽŶƚŚΨϭϬϱϬ
i. Sold one of the firm’s delivery trucks to Karl Marshall for $2,000 on credit. ϭϱ WĂŝĚĞůĞĐƚƌŝĐŝƚLJ ďŝůůΨϰϲϱ
ϭϳ WĂŝĚΨϯϬϬ ŽŶĂĐĐŽƵŶƚĨƌŽŵDĂƌĐŚϵ͕ϮϬϭϲ ƚƌĂŶƐĂĐƚŝŽŶ
ϭϴ tŝƚŚĚƌĞǁΨϭϱϬϬĨŽƌƉĞƌƐŽŶĂůƵƐĞ
ii. Accepted office equipment to the value of $1,200 in full settlement of a debt of $1,800 owed by Ϯϯ ZĞĐĞŝǀĞĚ ΨϲϬϬƵƉ ĨƌŽŶƚŽŶ ΨϭϱϬϬƌĞƉĂŝƌ
Madge Lee. The balance of debt is to be written off as irrecoverable. Ϯϱ WĂŝĚΨϲϬϬ ŽŶĂĐĐŽƵŶƚ
ϯϬ ĂƐŚ ^ĂůĞƐΨϲϰϱϬ
iii. The provision for bad debts was reduced by $560 at the end of the year. ϯϬ WĂŝĚ ǁĂŐĞƐΨϯϬϬϬ

SOLUTION:
iv. The dishonoured cheque drawn on K. Neil, a debtor, in settlement of his debt of $280.
QYuestion 1bc
ĂƚĞ ƌ ƌ
v. Withdrawal of goods bought for resale by the owner of the business for his private use. The ϮϬϭϲ Ψ Ψ
goods cost $840 and had a retail value of $1,080. DĂƌĐŚϭ ĂƐŚ ϮϰϬϬϬ
ĂƉŝƚĂůͲEŽƌŵĂŶ ŶŐůĂŶĚ ϮϰϬϬϬ
DĂƌĐŚϯ ^ƵƉƉůŝĞƐ ϱϮϱ
vi. Allowed $100 to W. Radcliff for defective goods returned to business. ĐĐŽƵŶƚƐWĂLJĂďůĞ ϱϮϱ
DĂƌĐŚϱ ƋƵŝƉŵĞŶƚ ϮϳϬϬϬ
ĂƐŚ ϭϴϬϬϬ
EŽƚĞƐWĂLJĂďůĞ ϵϬϬϬ
SOLUTION DĂƌĐŚϳ ĂƐŚ ϰϱϬϬ
ZĞƉĂŝƌ/ŶĐŽŵĞ ϰϱϬϬ
Question 1a: DĂƌĐŚϵ ^ƵƉƉůŝĞƐ ϳϲϱ
'ĞŶĞƌĂů:ŽƵƌŶĂů ĐĐŽƵŶƚWĂLJĂďůĞ ϳϲϱ
 ĂƚĞ Z ƌ DĂƌĐŚϭϭ ZĞŶƚ džƉĞŶƐĞ ϭϬϱϬ Follow us as we
EƵŵďĞƌ ϮϬϭϲ Ψ Ψ ĂƐŚ ϭϬϱϬ
DĂƌĐŚϭϱ hƚŝůŝƚŝĞƐĞdžƉĞŶƐĞ ϰϲϱ trend towards doing a
ŝ͘ DĂLJϯϭ <ĂƌůDĂƌƐŚĂůů ϮϬϬϬ
ĞůŝǀĞƌLJdƌƵĐŬ ϮϬϬϬ ĂƐŚ ϰϲϱ comprehensive
DĂƌĐŚϭϳ ĐĐŽƵŶƚƐWĂLJĂďůĞ ϯϬϬ
ŝŝ͘ KĨĨŝĐĞ ĞƋƵŝƉŵĞŶƚ ϭϮϬϬ
ĂƐŚ ϯϬϬ coverage of the key
ĂĚĞďƚƐ ϲϬϬ
ĞďƚŽƌʹDĂĚŐĞ>ĞĞ ϭϴϬϬ
DĂƌĐŚϭϵ ƌĂǁŝŶŐͲEŽƌŵĂŶ ŶŐůĂŶĚ ϭϱϬϬ areas of the syllabus.
ĂƐŚ ϭϱϬϬ
ŝŝŝ͘ WƌŽǀŝƐŝŽŶĨŽƌ ĂĚĞďƚƐ ϱϲϬϬ DĂƌĐŚϮϯ ĂƐŚ ϲϬϬ
ŽƵďƚĨƵůĞďƚƐ ϱϲϬϬ ĐĐŽƵŶƚƐƌĞĐĞŝǀĂďůĞ ϵϬϬ Roxanne Wright teaches at
ŝǀ͘ ĞďƚŽƌʹ<͘EĞŝů ϮϴϬ ZĞƉĂŝƌŝŶĐŽŵĞ ϭϱϬϬ
Immaculate Academy.
ĂŶŬ ;ŝƐŚŽŶŽƵƌĞĚĐŚĞƋƵĞͿ ϮϴϬ DĂƌĐŚϮϱ ĐĐŽƵŶƚƐƉĂLJĂďůĞ ϰϲϱ
ǀ͘ ƌĂǁŝŶŐƐ ϴϰϬ ĂƐŚ ϰϲϱ Send questions and
WƵƌĐŚĂƐĞƐ ϴϰϬ DĂƌĐŚϯϬ ĂƐŚ ϲϰϱϬ comments to
ZĞƉĂŝƌŝŶĐŽŵĞ ϲϰϱϬ
ǀŝ͘ ^ĂůĞƐ ZĞƚƵƌŶƐ ϭϬϬ ϭϬϬ kerry-ann.hepburn
ĞďƚŽƌʹt͘ZĂĚĐůŝĨĨ DĂƌĐŚϯϬ tĂŐĞƐĞdžƉĞŶƐĞƐ ϯϬϬϬ
ĂƐŚ ϯϬϬϬ @gleanerjm.com

PREVIOUS TOPIC: BOOKS OF PRIME ENTRY: GENERAL JOURNAL NEXT TOPIC: ASSET OF STOCK

YOUTHLINK MAGAZINE | JANUARY 10-16,2016 13


MELISSA MCKENZIE
Contributor
APPY NEW Year, students. May all your
H dreams come true in 2017. In this week’s
lesson, you will get two poems to
respond to, but first, allow me to provide you
with some key terms that are linked to poetry.
Please become familiar with them, as they will
prove useful in poetry comprehension activities.
KEY TERMS
STANZA
This is a subdivision of a poem consisting of
lines grouped together. It often serves as a unit
of thought (much like a paragraph), often in
recurring patterns of rhyme or line length.
WRITER’S PURPOSE
This refers to the aim/intention of the writer.
The aim may be to persuade, inform, criticise,
explain, compare, commend and so on.
MAIN IDEA
This is the theme in a literary work or
paragraph. After reading an extract, passage or
poem, you should be able to identify what the
piece of writing is about.
MOOD
This is the dominant feeling evoked by the
words, images and other literary devices.
Examples: peaceful, reflective, melancholic,
cheerful, angry, etc.
TONE
This refers to the writer’s attitude to the
subject, person or object he is writing about.
The writer usually conveys his attitude by the
use of certain words and expressions. Examples
of tone: sarcastic, angry, disgusted,
disappointed, approving, etc.
IMPRESSION
This is the opinion you may have of a
character or situation that is being highlighted
in a poem, story or play. It may also refer to the
opinion the writer wants you to form.
COMMENT
This requires you to evaluate if a device has
14
yl:english language
c. boredom
Responding
d. happiness
2. The poet implies that we need leisure in
our life for it to be
a. vital
to poetry
b. relaxing
c. important
d. meaningful
3. “Streams full of stars, like skies at night”
(line 6) is an example of
a. rhyme
achieved its purpose. Does it contribute to the 4. What was the response of the old faces to
overall meaning? How effective is a particular the visitor? (2 marks) b. simile
device in communicating a specific point or 5. Describe, in your own words, the response c. repetition
allowing you to appreciate a specific part of a the visitor expected? (2 marks) d. onomatopoeia
literary piece? You are expected to use 6. a. What figure of speech is ‘litter of
evaluative expressions such as: to highlight/to illusion’ (line 10)? (1 mark) 4. “No time to turn...her eyes began.” (lines
emphasise/to capture/to reinforce, in casting b. What does it mean? (2 marks) 7-10) is an example of
your judgements. 7. Give one phrase that expresses the a. pun
meaning of “walk as if a blister burned his b. simile
Now that you have been reminded about these heel”. (1 mark) c. personification
key terms, we will move on to the poems. 8. Give two ways in which the word “dwindle” d. onomatopoeia
(line 12) can be understood. (2 marks)
Instruction: Read the following poem and 5. The poet believes we will have “A poor life”
answer the questions that are based on it. (line 11) if we do not have
DIRECTIONS
a. time to enjoy life
Read the following poem carefully and then
THE VISIT b. things to enjoy
answer the questions on the basis of what is
He sought the *Faculty door and went in, c. money to spend
stated or implied.
Saw some old faces that he knew and glanced d. friends to socialise with
To draw attention. Eyes failed to register
His presence. No one remembered him. LEISURE 6. According to the poet, we have “No time to
What is this life, full of care, see, in broad daylight,” (line 5) because we
5 When in the course of business he had We have no time to stand and stare? a. are too busy
chanced No time to stand beneath the bough b. are too anxious
This way he had expected they would And stare as long as sheep or cows.
celebrate
c. have no respect
5 No time to see, in broad daylight,
With ripened laughter and rich anecdote d. have to imagination
Streams full of stars, like skies at night.
Days when they tried to minister
No time to turn at Beauty’s glance,
7. In which of the following lines does the
And watch her feet, how they can dance.
To his mind. I thought I saw him use the bin poet answer the question asked in lines 1 and
No time to wait till her mouth can
10 marked for the litter of illusion, his coat 2?
10 Enrich that smile her eyes began.
drawn closer, then walk as if a blister a. Line 3
burned his heel, and dwindle through the
A poor life this if, full of care,
b. Line 5
gate. We have no time to stand and stare.
c. Line 9
d. Line 11
(*Faculty door is the door to the staff room) W.H. Davies, “LLeisure”.
In Ten Twentieth-Century Poets, 1957, pg. 35.
Please respond to these questions and in the
1. What does the visitor do in the first stanza? next lesson I will share the answers.
(1 mark) 1. When the poet says “full of care” (line 1)
2. Who was the visitor? (1 mark) he means a life full of Melissa McKenzie teaches at Old Harbour High School.
3. Who were the old faces that he knew? a. anger Send questions and comments to
(1 mark) b. duties kerry-ann.hepburn@gleanerjm.com
YOUTHLINK MAGAZINE | JANUARY 10-16, 2017
 yl:mathematics
CLEMENT RADCLIFFE Substituting y = 5 - x in equation (1),

Algebra
Contributor
5 - x = x2 + 3x - 7
LL THE best for 2017, students. In this week’s lesson we

A
x2 + 3x + x - 7- 5 = 0.
will continue to review quadratic equations, using both the x2 + 4x - 12 = 0
formula and the factorization methods. I do hope that you
are familiar with both methods. Using the factorization method to solve the quadratic equation:
(x + 6)(x - 2) = 0
POINTS TO NOTE x = 6 + 6.63 = 12.63 = 3.16 x + 6 = 0 ; x = - 6 or
 The factorization of quadratic expressions is a critical step 4 4 x-2=0;x=2
in the solution of these problems. However, only some equations Or x = 6 - 6.63 = - 0.63 = - 0.16 x = - 6 or 2
may be solved using the factorization method. 4 4
 All equations with real roots can be solved using the Answer: x = 3.16 or - 0.16 Substituting in equation (2),
formula method. y+2=5;
 If the question requests a particular method, then it must be Solve : 2x2 - 3x - 4 = 2 - 4x y = 3 or
used or you will be penalised. y-6=5
First make the right-hand side equal zero: y = 11.
Let us begin with the solution to the homework given last
2x2 - 3x + 4x - 4 - 2 = 0 Answers: x = 2, y = 3 or x = - 6, y = 11.
week.
2x2 + x - 6 = 0 Factorizing
(2x - 3)(x + 2) = 0 Kindly note the following:
The following are the solutions to the homework. They
2x - 3 = 0, that is 2x = 3 x = 3/2 (a) There are two sets of values because of the quadratic
illustrate the various methods of solving quadratic equations and
equation.
you are advised to note them well.
Or x + 2 = 0, that is x = - 2. (b) The basic principles of algebra should be well known, as
Solve : x2 + 7x + 2 = 0 Using the formula method, Answer: x = 3/2 or -2 they are required. Be sure that you are comfortable with the
x = - b ± √b2 - 4ac manipulation of algebraic equations and the management of
2a We will continue the review of algebra by returning to the the negative signs. If your solutions have large values, for
solution of simultaneous equations. This week, I will deal example 50, etc., it is likely that an error has been made. It is,
From the given equation, a = 1, b = 7 and c = 2. Substituting specifically with those cases in which one equation is linear and therefore, recommended that you check your working.
one quadratic.
x = - 7 ± √(7)2 - 4 x 1 x 2 Here is another example:
2x1 Example
EXTRACT FROM THE SYLLABUS
Solve the simultaneous equations:
x - 7 ± √49 - 8 x = - 7 ± √41 SPECIFIC OBJECTIVES y-x=1
2 2 Solve a pair of equations in two variables when one equation is y = x2 - 3x + 4
x = - 7 ± 6.40 quadratic or non-linear and the other linear;
2 Solution
x = - 7 + 6.40 = - 0.60 = - 0.30 Given y - x = 1. . . (1)
2 2
SIMULTANEOUS EQUATIONS
One linear and one quadratic. y = x2 - 3x + 4 . . . (2)
or x = - 7 - 6.40 = - 13.40 = - 6.70 From equation (1), y = x + 1
2 2
Answer: x = - 0.30 or - 6.70  This is one topic which is included in Paper 02 Section 2. I
do recommend that you prepare for this topic. Substituting into equation (2),
 The substitution method is usually used to eliminate one x + 1 = x2 - 3x + 4
Solve : 2x2 - 6x - 1 = 0 (You need to ensure that factorisation
variable and convert the problem to the solution of a quadratic x2 - 3x - x + 4 - 1 = 0.
cannot be applied)
equation. x2 - 4x + 3 = 0 Factorizing:
Using the formula x = - b ± √b2 - 4ac
(x - 1)(x - 3) = 0
2a
This is illustrated as follows: x-1=0;x=1
Then, from the given equation, a = 2, b = - 6 and c = - 1. Example: OR x - 3 = 0 ; x = 3
x = - (- 6) ± √(-6)2 - 4 x 2 x -1 Solve the following equations:
2x2 y = x2 + 3x - 7 . . . (1) Substituting in equation (1),
y + x = 5 . . . (2) when x = 1 , y = 2
x = 6 ± √36 + 8 x = 6 ± √44 when x = 3 , y = 4
4 4 The substitution method is used as follows: Answers: x = 1, y = 2 or x = 3, y = 4.
x = 6 ± 6.63 From equation (2), y + x = 5
4 y=5-x CONTINUED ON PAGE 24

PREVIOUS TOPIC: SOLUTION OF QUADRATIC EQUATIONS - PART 2 NEXT TOPIC: FUNCTIONS AND RELATIONS

YOUTHLINK MAGAZINE | JANUARY 10-16, 2017 15


YVONNE HARVEY
Contributor
T IS a pleasure to be with you all for
I the first time in this new year, a time of
new beginnings. All the best for 2017
and beyond.
I am sure you will agree that in
establishing a business, it is important to do
things in the right order. Therefore, this week
we will look at the logical order that should
be followed in setting up a business to
ensure its success.
Let us begin with step number one –
conceptualization. The person who desires to
set up the business must come up with ideas
regarding the product, type of business, size
of business, etc.
Step number two is market research
(market probe). Market research is done in
order to be aware of customers’ needs, which
the business will attempt to satisfy with the
aim of making a profit. Market research is a
systematic approach to collecting
information, recording and analysing the
information collected, and adopting the
information collected to fit the marketing
plan of the business. The aims of market
research are:
 to find out what the public wants.
 to assess the likely volume of demand.
 to discuss what will influence.
consumers, e.g., product name, style and
colour of packaging, price, etc.
The third step is identification of
resources. Resources refer to the factors
that will be utilised in producing the good
or service. A decision must be taken as to
the type of resources and where they will
come from. These resources include the
financial resources, man-made resources
(capital), human resources (labour and
enterprise) and the natural resource – land.
Time is also a resource that must be
considered.
Step four is the very important step of
creating a business plan. A business plan is
a written summary of an entrepreneur’s
proposed business venture. It includes its
operational and financial details, its
PREVIOUS LESSON: ENTREPRENEUR AND ENTREPRENEURSHIP
16
Establishing
a business
marketing strategies, its management skills
and abilities, etc.
The plan serves as an entrepreneur’s ‘road
map’ on a journey towards building a
successful business. It describes the
direction the business is taking, what its
goals are, where it wants to be, and how it is
going to get there.
A business plan is also used to attract
lenders and investors and serves as a sales
tool.
Step five is the acquisition of funds.
Having already decided how much funds will
be required for the business, the future
business owner must decide how the funds
will be obtained. Will it be by public means
or will it be from a financial institution? If it
will be from a financial institution, the
financial requirements and the terms of
repayment for the loan must be taken into
consideration.
Finally, step number six, operation of the
business. The entrepreneur is now ready to
begin producing or selling the goods and
services. For this to happen, an
organizational structure must be in place and
each department of the business must realise
its role in the successful operation of the
business.
In establishing a business, one must
ensure that he has the required functional
areas of the business.
Functional areas refer to specialized
YOUTHLINK MAGAZINE | JANUARY 10-16, 2017
yl:principles of business
departments within a business. These
departments carry out specific functions that
assists the business, overall.
Businesses can vary greatly in size. When a
business is small, there are no definite
functional areas evident. This is so because
the owner usually produces and markets his
own products, and does his own accounting
and personnel work. As the business expands,
however, specialized (functional areas)
departments become necessary. Most large
businesses have four functional areas:
production, finance, marketing and personnel.
In very large businesses, there are two
additional functional areas: research and
development and social.
We will now take a brief look at what
takes place in these specialized
departments.
THE PRODUCTION FUNCTION
In this department, raw materials are
combined to produce goods, and services are
also provided. Designers make specifications
which are fully developed and tested. Sample
products are also made. There will be no
production department, however, if the business
is only engaged in retailing or wholesaling,
since it is buying and selling already
manufactured goods or it is in the service
industry.
THE FINANCE FUNCTION
This department is responsible for the
accounting procedures and processes of the
business. It is also involved in the investment of
funds in plant and machinery, as well as in the
purchasing of the needs of other departments of
the business. Where shareholders are paid
dividends, the finance department will make this
a reality for them.
NEXT LESSON: SOURCES OF INFORMATION
THE MARKETING FUNCTION
The marketing function includes market
research, publicity, distribution, selling,
merchandising and after-sales services,
advertising and sales promotion.
THE PERSONNEL FUNCTION
This department is sometimes referred to
as the human resource department. The
functions and duties of this department
concern mainly the employees of the
business. Primary concerns are planning
and forecasting manpower requirements,
recruitment and selection of employees of
the business, job analysis and job
description, job specifications and employee
training, etc.
Having looked at the four main areas, let
us now spend a few minutes on the
additional functional areas that may exist if
the business is large.
THE RESEARCH AND DEVELOPMENT
FUNCTION
The work of this department includes many
types of research, for example, consumer
research, product research and motivation
research. Feasibility studies and pilot projects
are carried out and communication with
research institutes such as the Department of
Statistics takes place.
THE SOCIAL FUNCTION
This may include trade union negotiations,
efforts to reduce pollution and dumping of
waste products, provision of health facilities and
provision of clean working environments, and
the initiation of social groups in the business,
for example, clubs and credit unions.
That’s it for the functional areas of the
business. Next week ,the lesson will be on the
sources of information for conducting research
into the establishment of businesses. Take care.
Yvonne Harvey is an independent contributor. Send
questions and comments to
kerry-ann.hepburn@gleanerjm.com
 yl:english literature
BERYL CLARKE

‘Because I Could
Contributor
TUDENTS, WHAT a privilege to be with

S you again for this first lesson of 2017. I

trust you are looking forward to all the
new year has to offer with great anticipation.

Not Stop for Death’

This week, we continue our work on the poem
Because I Could Not Stop for Death. As the trio
of travellers continue their journey, the speaker
notices some activities: the children playing in
the schoolyard during break time and the fields
of grain. What poetic or literary device is there
in the line “fields of gazing grain”? What is its
purpose here? The speaker brings a naturalness
to the procession by her observation. It is like
saying that going for a ride with Death is not out
of the ordinary.

We know that the carriage is not stationary

because of the words “We passed ...”, a method
used to show that the journey continues. The
fourth verse begins with “We passed ...” but is
quickly corrected to show that the object, the
sun, does the passing. After all, as they move
slowly onward, the sun, too, has been moving,
but at its normal pace, with no regard
whatsoever for what is happening to this
person. The speaker realises this, noting that
with the lowering of the sun, it is getting dark
and chilly; dew is falling. Perhaps now she
realises that her end approaches. The mood is
made sombre by this change. She focuses,
however, on the fact that she is inappropriately
dressed. Both her dress and her cape are very
thin and cannot provide any warmth. Do you
understand now, my reason for saying that she
was not ready for Death, although she went CARL GILCHRIST PHOTO
cheerfully on the trip? The signs of life are
Student pilots from Caribbean Aviation Training Centre take part in a thanksgiving service for the life of their colleague,
disappearing; the further away they get from
Danshuvar Gilmore, one of three persons killed in a plane crash late last year.The funeral took place at the Ocho Rios
where the three had come together, the different
Baptist Church in St Ann.
she feels.
Immortality are, for they are made into persons uses trochaic, iambic, dactylic or anapaestic in
They arrive at what seems to be their Then comes the unexpected information, the (What device is that?) but then why capitalise Because I Could Not Wait for Death. Is there any
destination. It is a house that is scarcely visible shock! The speaker has been dead for hundreds Carriage, Ourselves, Civility, School, Children, rhyme? If so, where is it, and is it of any value in
and here, now, they pause, not pass along as of years and likes the state of death so much Setting Sun, Us, Dews, Gossamer, Gown, the poem? I believe you have picked up on the
they had been doing previously. The choice of that it seems like only a day to her. I wonder Tippet, Tulle, House, Swelling, Roof, Cornice, repetition and, as with any other device, you
the word ‘house’ rather than grave should tell whether this calm, cool manner was really how Ground, Centuries, Day, Horses’ Heads and must identify its purpose. This poem has a
you something. Let me help by saying that she saw Death when she was alive, or this is Eternity. Some, perhaps, are to create emphasis theme. Try to establish what it is. We know that
people, living people, live in houses, so if she is something developed after her passing. or to show importance. it has something to do with death, but we have
about to die, why use ‘house’ as her place of to be specific as much as is possible.
burial? Just consider the last two lines and we Dickinson’s style is unusual, to say the least. When was the last time that you had some
see that she had come to the conclusion that the I’m sure that you notice the number of pauses in fun making music on your desk, or is that not We will take another look at this poem soon.
carriage was taking her to life everlasting. The this poem. They seem designed to slow down done any more? Check out the rhythm of this Walk tall and God bless!
question that needs to be answered is this: at the pace of one’s reading as well as to initiate poem. It is a popular one and is almost constant Beryl Clarke is an independent contributor. Send
what point did she realise that the horses were questions. Then there is the use of capital throughout. You have the opportunity to revise questions and comments to
taking her into eternity? letters. We can understand why Death and metric patterns and identify whether Dickinson kerry-ann.hepburn@gleanerjm.com

PREVIOUS TOPIC: POETRY: BECAUSE I COULD NOT STOP FOR DEATH NEXT TOPIC: THINGS FALL APART

YOUTHLINK MAGAZINE | JANUARY 10-16, 2016, 2017 17


The typical 18th-century
sugar cane plantation
DEBBION HYMAN
Contributor
OBJECTIVES
AT THE end of the lesson, you should be able to:
1. Describe the physical layout of a typical
18th-century sugar plantation in the British
Caribbean.
2. Explain what occurred on a sugar estate
during the crop season and the dead season.
3. Describe the manufacturing process for
sugar cane.
4. Discuss how enslaved labour (male and
female) was organised on a typical sugar
plantation.
LAYOUT OF A TYPICAL SUGAR CANE
PLANTATION
The typical 18th-century sugar estate was
described as self-sufficient. This is so as the
estate provided for its major needs as well as
undertook manufacturing. This included sugar
cultivation, manufacturing, food cultivation,
housing, and so on. A typical estate was usually
1,500 hectares, with a third of the lands catering
to sugar cane cultivation, while the other two-
thirds would be used for factory buildings,
pasture, woodland for fuel, housing and for food
(Figure 1 provides a pictorial representation of a
typical 18th-century sugar plantation). The
enslaved Africans would be provided with the
marginal estate lands to cultivate food. This plot
of land was called provision grounds. In smaller
islands such as Barbados, where access to land
was limited, they were given even smaller plots
called garden plots (see Figure 1).
As earlier noted, lands were allocated for
sugar cane cultivation, woodlands (for fuel) and
for provision grounds. In larger territories such
as Jamaica, depending on the size of the estate,
other cash crops were planted such as coffee
and cocoa. Lands were also used for the
buildings to house factories used for sugar
production. A few of these factory buildings
PREVIOUS TOPIC: LIFE ON THE TYPICAL 18TH CENTURY PLANTATION
18
Figure 1
included the boiling house, trash house, curing
house, distillery, etc.
CROP SEASON AND ‘DEAD SEASON’
Sugar estates operated in two cycles – these
were described as the ‘dead season’ and the
‘crop season’. The dead season, as the name
suggests, was the period where there was little
or no production and manufacturing of sugar
cane. The dead season would last from August
to November, and during this period enslaved
Africans were responsible for holing, manuring,
ratooning and weeding of older ratoons. As
well, there would be the construction of
buildings, timber cutting, road repair and any
odd jobs until the crop was ready. The crop
season was between November and July, and
was the busiest and most important period on
the plantation calendar. It would begin with cane
cutting and continue with the manufacturing of
the sugar cane.
THE MANUFACTURING PROCESS
After the canes were cut and bundled, they
were sent to the mill where they were crushed,
YOUTHLINK MAGAZINE | JANUARY 10-16, 2016, 2017
the juice extracted and the trash sent to the trash
house. The trash would be used as manure for
fields, or its by-product, bagasse, was used as
fuel to heat the boilers. The cane juice was then
sent to the boiling house, where it was passed
through a series of boilers. The cane juice was
taken from the cistern, strained and put in the
first copper kettle, which was the largest. The
juice was then heated and a little lime added to
the mixture to remove impurities. The juice was
then skimmed and channelled through the other
copper kettles, each smaller and hotter than the
first. The last kettle was called the teache. It was
then put into cooling troughs, where the sugar
crystals hardened around a sticky core of
molasses. The raw sugar was then shovelled
from the cooling troughs into hogshead
(wooden barrels), where they were then put in
the curing house. The curing house was where
the molasses was drained off through holes in
the bottom of the hogshead, with the raw sugar
(muscovado) sticking to the sides. After about
four weeks, the holes were plugged in the
hogshead and they were ready for export in
Europe. Many estates would have a
distillery/still house where rum was produced.
NEXT TOPIC: NON-SUGAR ECONOMIC ACTIVITIES: COTTON AND COFFEE
yl:history
USE OF ENSLAVED LABOUR
Age, gender, skills and physical strength were
major determinants when assigning tasks to
enslaved Africans on a typical sugar estate. The
bulk of the estate labour would be utilised in the
field, since this required no specialized skills –
they would be responsible for preparing the
land for sugar cane cultivation and for the
harvesting of the crop. These slaves were
classified as field slaves. This strenuous task
was carried out primarily by women, as men
were predominantly used as skilled slaves and
jobbing/hired slaves. Depending on the size of
the estate, the number of gangs that existed
would vary. For instance, a small plantation may
have had only two gangs, while a large
plantation could have had as many as six
gangs. It was field labourers who were divided
into gangs. The main gang comprised the
young and strong slaves. They were responsible
for holing, cutting and carrying the cane. The
secondary gang comprised the sick, youth and
pregnant women. They were responsible for the
lighter work, such as weeding and harrowing.
Depending on the territory, the name of
children’s gang would differ. For instance, in
Barbados it was referred to as ‘pot’ gangs, while
in Trinidad it was called ‘vine’ gangs. In other
territories, the gang was also known as ‘pickney’
gang or ‘hog-meat’ gang. This gang comprised
the young and very old. They were responsible
for weeding and caring for the animals.
ACTIVITY
1. Explain what the following areas where
used for on a typical 18th-century sugar
plantation.
a) Boiling house
b) Cane fields
c) Trash house
d) Curing house
e) Distillery (5 marks)
2. Describe the manufacturing process for
sugar cane, from the point of harvesting until
the product is loaded on to the ships for
export. (7 marks)
TOTAL: 12 MARKS
Debbion Hyman is an independent contributor. Send
questions and comments to
kerry-ann.hepburn@gleanerjm.com

Extrusive volcanic features
JUDITH HENRY
Contributor
HAPPY NEW Year!
FOCUS QUESTIONS
1. What are extrusive volcanic features?
2. What are the features of caldera, shield
volcano, composite cone, lava plateau?
Extrusive features are those that extrude on to
the surface and are, hence, surface landforms. It
is the movement of magma from the interior of
the earth to the surface of the earth. The main
form of an extrusive volcanism is a volcano.
The word ‘volcano’ refers to the volcanic
mountain, or cone, that forms the materials that
collect around the vent (opening that lava flows
through). A volcano is conical in appearance
with a funnel-shaped depression or crater (deep
pit) at its top. It is the opening in the earth’s
crust through which hot molten rocks, gases
and other materials reach the surface. These
materials accumulate and form great cone-
shaped mounds called volcanic cones. There
may be three different types of cones, according
to the material of which they are composed:
shield or lava cone, cinder or ash cone, and
composite cone.
SHIELD OR LAVA CONE
They are formed when great masses of lava
quietly oozed out of an opening in the earth’s
crust. The thick lava which formed these
volcanoes spread out to form broad, gently
sloping cones with a crater about 5 km in
diameter. The eruption is quiet and lava flows
over a large area and hardens. Mauna Loa in the
Hawaiian Island is one of the largest shield cone
volcanoes in the world; it stands at 4.3km above
sea level and 9km above the floor of the Pacific
Ocean. (NB: Wide base with 5° slope)
ASH AND CINDER CONE
They are formed when huge blocks of rock,
volcanic bombs, cinders and ash are hurled out
of an erupting volcano and pile up on the earth’s
surface. [Pressure built up by the accumulation
of gases trapped below the earth’s surface
causes weak areas of the crust to open. The
NEXT TOPIC: ROCK CYCLE
sudden release of pressure at the surface
causes the gases to expand and explode into the
atmosphere]. Dust, ash and rocks particles
thrown from the vent settle to form the cone.
They have steep sides of 35° and narrow bases,
and may reach heights of about 500 metres
above sea level. The rock particles are loose
and roll down the slope. Mt. Pelée in Martinique
that was thought to be dormant (sleeping), but
erupted recently, is a good example of a cinder
cone.
COMPOSITE CONE
They are formed by alternating explosive and
quiet eruptions that produce layers of
alternating cinder and lava. The cinder and ash
were violently ejected from the crater, while the
lava quietly oozed out of the fissures in its side
walls. This is repeated and, eventually, a very
high, wide volcanic cone with steep sides is
YOUTHLINK MAGAZINE | JANUARY 10-16, 2017
formed. Due to their alternating layer, they are
also known as strato volcano. Fujiyama in
Japan is a good example of this type of cone.
Extensive formation may also occur when
lava flows freely from cracks in the earth’s crust.
Instead of a cone, a lava plain is formed.
Alternating eruption and cooling of this kind can
build up the plain into a lava plateau.
LAVA PLAINS AND PLATEAUS
Great flows of lava pass through deep
fissures on to the surface of the earth. As they
spread out from these fissures, lava plains form;
layers upon layers of lava build up flat areas to
great heights, and are known as lava plateau.
Deccan Plateau of India is a good example of
lava plateau.
Other extrusive features include caldera and
crater lakes.
yl:geography
CALDERA
When an erupting volcano empties a
shallow-level magma chamber, the edifice of the
volcano may collapse into the voided reservoir,
thus forming a steep, bowl-shaped depression
called a caldera (Spanish for kettle or cauldron).
These features are highly variable in size,
ranging from 1-100km in diameter. Felsic
calderas are surrounded by thick blankets of
pumice, derived from the eruption of
voluminous pyroclastic sheet flows.
Calderas are said to be subdivided into three
types:
 Crater – lake-type calderas associated with
the collapse of strato volcanoes.
 Basaltic calderas associated with the
summit collapse of shield volcanoes.
 Resurgent calderas, which lack an
association with a single centralized vent.
CRATER LAKE AERIAL VIEW
The terms below are important terms.
EXTRUSIVE VOLCANIC FEATURES
Those landforms formed by volcanism that
are created AT the surface, can be small or
major features.
 Shield volcano – low, flat, gently sloping
volcano built from many flows of fluid, low-
viscosity basaltic lava
 Strato volcano – the most common
volcano, known for its layers of lava flows
and cinder. Built up by violent eruptions that
leave the tephra, followed by calm eruptions
that leave lava flows. They build tall and
steep volcanoes.
 Dome volcano – a volcano with steep
sides that is formed by thick rhyolitic lava
flows.
 Caldera – a large crater caused by the
violent explosion of a volcano that collapses
into a depression.
 Lava plateau – a wide, flat landform that
results from repeated non-explosive eruptions
of lava that spread over a large area.
Judith Henry is a teacher at Ardenne High School. Send
questions and comments to
kerry-ann.hepburn@gleanerjm.com
19
 yl:office administration
HYACINTH TUGMAN

Reception and
Contributor
TUDENTS, CAN you imagine that it is

S 2017 already? The year 2016 seemed to

have gone by very quickly.

You are aware that much business is

hospitality
transacted in person. You have, undoubtedly,
seen the receptionist who handles
appointments in a dentist or doctor’s office.
Office workers who greet the public are found
in all kinds of organisations. They provide
valuable assistance and are the link between
the company and the public.

STAFF AND PUBLIC RELATIONSHIPS DATE NAME OF COMPANY TIME OF REFERRED TO DEPARTURE
The role of the receptionist calls for good CALLER ARRIVAL TIME
manners. He/she must be polite, tolerant and
considerate. This is very important because 2016
whenever people work in a team, there is a December 05 Paul Smith West End 11: 50 C. Blake 12:20
tendency for friction to develop. The Enterprise
receptionist must be mindful of this and care
should be taken to avoid gossip. He/she December 05 Mike Slow Stern’s Motors 11: 45 R. Roberts 12:15
should strive to maintain professionalism in
December 06 Carlos Cole May Day 2:55 J. Wint 3:46
dealing with co-workers. Team spirit and a
Suppliers
willingness to help will benefit all concerned.
This attitude will promote a comfortable December 07 Tom Brown Ministry of 10:15 J. Jones 12:08
working relationship among personnel. Health

The receptionist should never offer opinions
about people, or events, within the
organisation. A harmonious relationship
between the staff and the receptionist will help
in the flow of work. He/she must be objective
in dealing with other office staff so as to
promote good human relationships. People
must be treated with courtesy and
consideration: the visitor, the manager or the
messenger, for each plays an important role in
the organisation.
VISITORS
(A) WELCOMING VISITORS
The visitor’s comfort is very important to the
image of the organisation. A competent
receptionist cordially greets visitors to the firm
and assists in making them comfortable. The
receptionist ought to work towards
familiarising visitors with the immediate
surroundings. If a visitor is late for an
appointment, the receptionist does not
emphasise this, but rather works towards
December 07 Faith Wray
alleviating embarrassment. The receptionist
should express regret if a visitor has mistaken
the date and time and should offer alternative
appointment.
(B) DIRECTING VISITORS
Depending on the organisation, the
receptionist’s behaviour may be controlled by
the regulations of the company. He/she may be
called upon to escort the visitor to the required
destination, or he/she may give directions so
that the visitor will be able to find the
appointment location. Sometimes the
receptionist may be expected to announce the
visitor to an executive by telephone before
he/she is introduced. In dealing with visitors,
the receptionist, at all times, will have to
exercise tact and diplomacy.
Webb 12:50
International
A visitor’s register
(C) AGGRESSIVE VISITORS
The receptionist must be able to cope with
problem visitors; they may be unresponsive,
irritating and aggressive. To be courteous to
such people demands self-discipline, will-
power, maturity in actions and good
judgement.
(D) VISITORS’ REGISTER
In order to keep a record of visitors, the
receptionist should keep a visitors’ register.
The visitors’ register also serves as a source
of reference, as it gives information related to
the visitor.
THE HOSPITALITY DESK
The receptionist work area is a ‘home away
from home’. Pride in the appearance of this
T. Forbes 1:35
area should be as great as pride in personal
grooming. Hence, the receptionist is
responsible for keeping the reception area in
good order. In most organisations, the
receptionist’s area is the first place that
employees and the public see; it is at this point
that they form their first impression of the
company. First impressions are often lasting,
so care must be taken that the receptionist
maintains a good public image for the
organisation. He/she should keep a minimum
number of items on top of the desk. However,
the receptionist may wish to keep the following
items handy on top of the desk: a desk pad on
which to write notes, an index card file for
names, addresses and telephone numbers, and
a pencil or pen.
CONTINUED ON PAGE 24

PREVIOUS TOPIC: MANAGING THE RECORDS SYSTEM NEXT TOPIC: SCHEDULING APPOINTMENTS

20 YOUTHLINK MAGAZINE | JANUARY 10-16, 2017


System and
application software
NATALEE A. JOHNSON
Contributor
APPY NEW Year, students; the sky is the limit. This is
H lesson 13 in our series of lessons. In this week’s lesson, I
will be looking at system and application software. At the
end of this lesson, you will be able to define the terms ‘software’
and ‘application software’, and differentiate between the four types
of application software.
The term ‘software’ is used to refer to the computer programs
used in a computer system that tells the computer hardware how
to work (you had learnt this from our first lesson). Software can
be divided into two main categories:
a) Application software
b) System software
APPLICATION SOFTWARE
Application programs are written to solve everyday problems
for end users, such as you. These include:
 Programs used for businesses such as payroll programs,
accounting programs, administrative purposes, etc.
 Programs used for information such as educational
programs, library control programs, etc.
 Programs used for entertainment purposes such as games,
painting, and media player.
Application software falls into the following categories:
 General purpose
 Custom written
 Customization of general purpose
 Specialized software packages
 Integrated software
GENERAL-PURPOSE APPLICATION SOFTWARE
General-purpose application software is used by a large
number of people in a variety of jobs and personal situations. The
five main types of general-purpose application software are:
 Word processing
 Spreadsheet
 Database management
 Communication
 Graphics/Presentation
ADVANTAGES OF USING GENERAL-PURPOSE
SOFTWARE
 Can install it yourself by following the easy instruction in
PREVIOUS LESSON: HEXADECIMAL SYSTEM
the installation manual that comes with the software.
 Cheaper than employing a programmer to write the
software for you.
 Easy updating and revising; each new version can be had at
a reduced price if the owner can show proof of purchase of a
previous version.
 Most users may already be familiar with previous versions
of the software, so no intensive training programme is required.
 Several persons use the software, therefore, help is easy to
find.
DISADVANTAGES OF GENERAL-PURPOSE SOFTWARE
 The package may be poorly documented.
 The package may have hidden problems.
 The package may not fit the user’s need exactly.
 The package may not be user-friendly.
CUSTOM-WRITTEN SOFTWARE
If you need a new outfit, you can buy the fabric and take it to a
tailor, allow the tailor to take your measurement and then make an
outfit that fits you. Custom-written software is software that has
been designed or created by a programmer to meet the unique
need of a user or organisation. For example, you could hire a
system analyst to look at the accounting principles employed by
your company and then set a team of programmers to write a
program to meet the requirements. This program would be
custom-written software.
ADVANTAGES OF CUSTOM-WRITTEN SOFTWARE
 The software meets the need of the user, specifically.
 The software can grow with the company.
 Business owners can relieve the stress placed on
overburdened employees and save money from hiring
additional staff.
DISADVANTAGES OF CUSTOM-WRITTEN SOFTWARE
 Expectations can change midstream when developing
custom-written software, making a realistic budget difficult to
project. As a result, businesses often run out of money before
the project is completed.
 An experienced software team is needed. Acquiring the
right team can be costly.
 If the people who are trained to use the program resign,
then it will be some time before new persons are trained,
slowing down the business functions.
NEXT LESSON: SYSTEM AND APPLICATION SOFTWARE - PART 2
YOUTHLINK MAGAZINE | JANUARY 10-16, 2017
yl:information technology
CUSTOMIZATION OF GENERAL-PURPOSE SOFTWARE
PACKAGES
Imagine buying an outfit in a department store that you like but
it is not exactly your fit. What do you do? Find a tailor or fashion
designer who can adjust it to your size. Similarly, if you find
general-purpose software in a software house that you like, but it
needs some adjustment to meet your specific need, you can get a
programmer to modify the program to meet your specific need.
A customized general-purpose software package is a
generalized software package that has been tailored to meet a
user or firm’s specific need.
 Areas of the software that can be customized include:
 Screen colour
 Page size and arrangement on the desktop.
 Navigation to available menus.
SPECIALIZED SOFTWARE PACKAGES
Specialized software packages are written for a specific
discipline. An example of such packages is expert systems. An
expert system is a type of a computer application program that
makes decisions or solves problems in particular fields, such as
banking or architecture, by using knowledge and analytical rules
defined by experts in the field. For example, a doctor could
employ an expert system that asks a patient a series of questions
and makes a diagnosis. The software fall into two main
categories:
 Business application programs, which are programs that
perform the information processing tasks of important business
functions or industry requirements.
 Scientific application programs, which are programs that
perform information processing tasks for the natural, physical,
social and behavioural sciences.
ADVANTAGES OF SPECIALIZED SOFTWARE
 Tasks or processes are carried out more accurately and
precisely.
 Mistakes or errors are minimised or easily removed.
 Scientific simulations can be carried out.
DISADVANTAGES OF SPECIALIZED SOFTWARE
 It is expensive to purchase.
 Software is limited to a particular discipline or area of study.
INTEGRATED SOFTWARE
Integrated software is the term for a program that includes all
the major types of application (for example, word processing,
spreadsheet and database) and brings them together into a single
software package. Microsoft Works is an example of integrated
software.
CONTINUED ON PAGE 24
21

Language techniques,
tone and language registers
TRUDI MORRISON
Contributor
AST TIME, we reviewed the four rhetorical
L modes of discourse: description,
narration, exposition and argument. We
also looked at some strategies that writers or
speakers use to carry out their purpose for
writing or speaking. This week, we will look at
language techniques, tone and language
registers.
LANGUAGE TECHNIQUES
Language techniques, quite simply, refer to
how language is used to guide readers or
listeners to think in a particular way, in order to
achieve a writer’s or speaker’s purpose. They
include the use of figurative devices.
In a narrative about your experience studying
communication studies over the last three
months, you may opt to use metaphors, similes
and hyperbole to tell of the wonderful time you
are having. You could say: At first,
communication studies was a blur (metaphor).
When I made up my mind to do well in the
subject, I started paying attention in class and
things became crystal-clear (metaphor) to me.
When I started purchasing Youthlink each week
to read the study lessons, it was like a ray of
sunshine (simile), lighting the dark paths of my
comm studies journey (hyperbole).
You can certainly see the difference between
that account and this: At first, I did not
understand communication studies. When I
made up my mind to do well in the subject, I
started paying attention in class and things
became very clear to me. When I started
purchasing Youthlink each week to read the
study lessons, it was clearer and I understood
the material better. The first account is a richer
and more interesting telling of the experience.
A description about O’Neil, an athlete at
‘Champs’, may begin like this: O’Neil stood like
PREVIOUS LESSON: TYPES OF DISCOURSE
22
Denzil Washington and Viola Davis in a scene from ‘Fences’.
a Greek god. He was a tall, perfectly chiselled
piece of dark chocolate.
This description is very subjective and
certainly hints at how the writer/speaker feels
about O’Neil. An objective description would
simply say that he looked strong and good-
looking, was 6 feet tall, of dark complexion and
had an athletic build. Not half as interesting, nor
as emotive as the first description, is it?
Look at this persuasive excerpt and analysis
borrowed from: http://www.bbc.co.uk/education
I am William Wallace. And I see a whole army
YOUTHLINK MAGAZINE | JANUARY 10-16, 2017
yl:communication studies
of my countrymen, here in defiance of tyranny!
You have come to fight as free men. And free
men you are! What will you do without freedom?
Will you fight? Yes! Fight and you may die. Run
and you will live at least awhile. And dying in
your bed many years from now, would you be
willing to trade all the days from this day to that
for one chance, just one chance, to come back
here as young men and tell our enemies that
they may take our lives but they will never take
our freedom!
ANALYSIS
William uses plenty of personal pronouns (I,
NEXT LESSON: LANGUAGE REGISTERS AND THE VARIETIES OF LANGUAGE
you, our) to make the audience feel as though
he is speaking to them on an individual level.
The repeated use of ‘free’ emphasises the overall
topic of his speech, and the benefit to the
people listening. He repeatedly uses rhetorical
questions, one after the other, to impact the
audience – they feel that they must fight to
protect their freedom. The closing sentence is
highly emotive; he uses the word ‘freedom’ to
leave the overall message with his audience to
consider for themselves.
The skilful use of language techniques can
help to make your speech or writing more
effective and impactful.
TONE
The tone of a piece of communication refers
to the writer’s/speaker’s attitude to the subject
matter being discussed or to an audience. It can
also be linked to his purpose for
writing/speaking. This is usually seen through
the writer’s/speaker’s choice of words. The
passage has to be evaluated in its entirety and
the context should also be considered when
evaluating the tone. Examples of tone are:
sarcastic, hostile, restrained, emotional,
humorous, calm, worried/concerned.
LANGUAGE REGISTERS
Language registers refer to the rage of
language choices available for use in different
situations. It is the level of formality and
informality of the language used. There are six
language registers: frozen, formal, consultative,
casual, intimate and private. These will be
discussed in greater detail next week. The use of
language registers is also based on the context
of the communication, in terms of the purpose,
the participants and the subject matter being
discussed.
SOMETHING TO THINK ABOUT
For further reading, you may Chapter 5 of
CAPE Communication Studies (Sonia Lee et al
2012).
Thanks for the feedback! Let’s keep talking!
Trudi Morrison teaches at The Queen’s School. Send
questions and comments to
kerry-ann.hepburn@gleanerjm.com

JASON MCINTOSH
Contributor
OBJECTIVE
For students to gain an understanding of
different family forms in the Caribbean affect
Caribbean people.
WHAT IS THE FAMILY?
The family is often described as a unit where
people live under the same roof sharing a
relationship through blood, marriage or
adoption. Here are some terms that relate to a
more complex understanding of defining the
family through lines of authority and descent
Patriarchal – the father is the head of a family
or tribe. The father is therefore vested with
authority.
Patrifocal – (culture, society) the father is the
head of the household
Matriarchal – the mother is the head of a
family or tribe.
Matrifocal – (culture, society) the mother is
the head of the household. For example, during
the slavery period, the homes were occupied
mainly by the women and children. Plantation
owners discouraged families and only allowed
men to occupy the homes for breeding purposes.
Egalitarian – this connotes equal sharing of
authority between mother and father in the family
or tribe.
TERMS ASSOCIATED WITH FAMILY
RELATIONSHIPS
CONSANGUINE FAMILY
This type of family is usually described as the
'original family' because the members are
related by blood
CONJUGAL FAMILY
This is a family that has been created through
by marriage.
TRACING KINSHIP
Matrilineal – this is where the special
privileges or duties follow the female line in the
family.
Patrilineal – Special privileges or duties
follow the male line.
Bilineal – Special privileges and duties follow
both the male and female line
The family
FAMILY FORMS IN THE CARIBBEAN
The Caribbean community has a very
interesting mix of family types and unions.
Some are widely accepted, while others are
being rejected on the grounds of morality and
tradition. Most, if not all of our family types and
unions have been products of our rich historical
past (colonialism, African slavery, and Chinese
and East Indian indentureship) handed down to
the next generations.
Let us begin by exploring the different family
types that exist in our Caribbean society.
1. Nuclear family
2. Single-parent family
3. Extended family
4. The sibling family
5. The reorganised family
NUCLEAR FAMILY
The nuclear family consists of a married or
unmarried couple living under the same roof
with their children. Please bear in mind that the
children in this relationship may be the couple's
own or adopted. This type of family is most
widely embraced by the Caribbean society
SINGLE-PARENT FAMILY
This family consists of only one parent living
with his/her children. Such a family is very
common in the Caribbean homes, seen most
times being headed by a woman. The
circumstances that give rise to the formation of
this family type include:
 Divorce or separation
 Death of one of the partners
 By deliberate choice
 Desertion or abandonment
The extended family is made up of members
from more than two generations living under the
same roof or in a family compound with
members having close contact with one another.
This type of family may contain grandparents,
grandchildren, several married siblings, their
spouses, and children, among other relatives. In
most Caribbean settings, this family tends to be
centred on the woman.
SIBLING HOUSEHOLD
This is a family in which the older
YOUTHLINK MAGAZINE | JANUARY 10-16, 2017
brother/sister takes care of the younger ones in
the home. Here, the siblings live together with no
parents. The following circumstances account for
the formation of this type of household:
1. Migration of parents to a foreign country
2. Death of parents
3. Imprisonment of parents
4. Desertion by parents
BLENDED FAMILY
This type of family exists on account of one of
the spouses bringing into his/her new family
(relationship) a child or children from an old
relationship that was dissolved. This will result
in the children having half sisters and half
brothers.
FAMILY UNIONS IN THE CARIBBEAN
There are several different family unions that
exist in the Caribbean community. Most of these
unions are as a result of our strong historical
past, but there are few that were birthed out of
current happenings in our society.
1. THE LEGAL MARRIAGE
In the Caribbean, this union exists where a
man and a woman are legally united, usually in
the presence of a Christian priest, Hindu priest,
a Muslim priest, a justice of the peace, or any
person who is duly authorised to conduct this
religious or legal ceremony. One enters into a
legal union either through reaching the age of
18, or if younger, through parental consent. Both
parties involved in this union share a common
residence and a socially approved sexual
relationship.
2. COMMON-LAW OR
CONSENSUAL UNION
This union exists between a man and a
woman who are not legally married but share a
sexual union and a common residence by
mutual agreement. This type of family union is
popular in the Caribbean, however, it is widely
viewed that this relationship gives birth to
'illegitimate' children and lacks the binding
strength needed to keep the relationship alive
during stressful and hard times.
3. VISITING RELATIONSHIP
In this type of union, the man and woman are
not married and do not share common
yl:caribbean studies
residence. They visit each other at times for
sexual intercourse. The sexual relationship
shared by both partners may lead to the birth of
children, often times classified as 'illegitimate'
children because of the circumstances under
which they were born.
FUNCTIONALIST
PERSPECTIVE ON FAMILY
Functionalist say that the family should carry
out several functions for order, stability and
harmony in society. Such functions include:
1) Reproduction
2) Socialisation
3) Economic function
4) Provision of love and a sense of
belonging
These functionalist ideas and values provide a
basis for the common interpretation of the
institution of the family across the region. The
family is seen as the basic unit of society. If
these functions are carried out in an optimal
manner and if everyone plays a role, then
families would be happy and society would not
be threatened by an breakdown of social order.
MARXIST PERSPECTIVE ON FAMILY
For the conflict theorist, families are
associated with exploitation, oppression and
domination. Nuclear families in particular are
seen as products of capitalism where labour has
to move where employment is located, leaving
behind the extended family. Conflict theorists
also argue that the values attributed to nuclear
family units are a result of the values imposed
by the rich and powerful in the society.
The nuclear family form also fits into the
capitalist plans in that there is a sexual division
of labour, where the man works outside, and the
woman stays at home and carries out the roles
of wife, mother and homemaker.
Conflict theorists believe that the "assigning
of roles" in a family has contributed to family
oppression, abuse and violence. This is because
what results is an unequal distribution of power
that jeopardises gender relations and even
produces generational conflict.
Even children are affected by this assignment
of roles as they are expected to be obedient and
subservient, and many of them are powerless
because their voices are silenced.
Jason McIntosh teaches at The Queen’s School. Send
questions and comments to
kerry-ann.hepburn@gleanerjm.com
23

CONTINUED FROM PAGE 11
TO RECAP
It is, therefore, obvious that education is an essential ingredient
because all individuals, the society as well as the nation need
education.
TO COMPLETE THE SOCIALIZATION PROCESS.
The main social objective of education is to complete the
socialization process. The school and other institutions have
come into being in place of family to complete the socialization
process.
TO TRANSMIT THE CENTRAL HERITAGE
All societies maintain themselves, by exploitation of a culture.
It is a set of beliefs and skills – art, literature, philosophy,
religion, music – that must be learnt.
FOR THE FORMATION OF SOCIAL PERSONALITY
Education everywhere has the function of the formation of
social personalities.
EDUCATION FOR OCCUPATIONAL PLACEMENT
Education prepares the individual for future occupational
positions in society.
CONFERRING OF STATUS
In most societies, other than wealth, the amount of education
one has is correlated with his class position. Education is related
to one’s position in the stratification system.
THE REAL YOU
Literacy is a product of education. Educational system has this
yl:social studies
economic as well as political significance. The curriculum of the
school, its extracurricular activities and the informal relationships
among students and teachers, communicate social skills and
values. Through various activities a school imparts values such
as cooperation, obedience and fair play.
ACTIVITIES:
1. Outline the education system in your society.
2. Identify three problems facing the educational system in your
country and suggest how they may be corrected.
3. State four reasons why education is important to the
individual and a nation.
4. Discuss the following: Is there equal access to education for
all individuals in my country. Why or why not?
Maureen Campbell teaches at St Hugh’s High School. Send questions and
comments to kerry-ann.hepburn@gleanerjm.com

yl:mathematics “Children have to be yl:information

CONTINUED FROM
PAGE 15
Here is an example of a
word problem.
Example
Determine two numbers
whose sum is 9 and whose
product is 20, by solving
simultaneous equations.
educated, but they technology
following on your own.
Solve the following:
have also to be left to
a) y = x2 + 4x - 3
y = 5x + 3
educate themselves.” CONTINUED FROM PAGE 21
b) x - y = 2
-Earnest Dimnet ADVANTAGES OF INTEGRATED SOFTWARE
 You can get value for your money (all in one
xy = 15
package).
 You have to learn how to use only one package
HOMEWORK since the user interface is the same for choosing

Let the numbers be x and y.

x + y = 9 . . . (1)
x x y = 20 . (2)
From equation (1),
x = 9 - y . . . (3)
Substituting equation (3)
into equation (2),
(9 - y) x y = 20
9y - y 2 = 20
y2 - 9y + 20 = 0 Factorising
(y - 5)(y - 4) = 0
y - 5 = 0. y = 5
OR y - 4 = 0 y = 4.
Substituting into equation
(1)
When y = 5 5 + x = 9 x = 4
When y = 4 4 + x = 9 x = 5
Answer: y = 5 and x = 4
OR y = 4 and x = 5.
Please attempt to solve the
1. A rectangle is 5cm
longer than its width. If its yl:office administration commands.
 Data can be easily transferred from one
width is x cm and its area is integrated application to another, using cut, copy
14 cm2, form equations in x and paste.
and solve.  It takes up less memory than separate
CONTINUED FROM PAGE 20 applications.
2. Solve the following The waiting room of the company is often a part of the
simultaneous equations. reception area and should be furnished attractively. The entire DISADVANTAGES OF SPECIALIZED
1. x2 + 9y2 = 37 reception location should assist in the workflow of the
SOFTWARE
x - 2y = -3 organisation while, at the same time, providing visitors with
 Not all of the features of single applications are
comfort. To manage the reception area effectively, the
included. Thus, the integrated software may not
2. y = x2 - x + 3 receptionist must develop efficient work methods. He/she
be up to the task you want it for.
y = 6 - 3x should use his/her time wisely so as to improve the overall
 Some integrated packages do not include all of
efficiency. A daily work plan will help to organise working in a
the applications that may be required.
Have a good week. logical sequence .
Clement Radcliffe is an independent
We have come to the end of lesson 13 in our serie
As I complete this week’s lesson, I will ask you to list the
contributor. Send questions and of lectures. See you next week, when we will look at
equipment to be found in the receptionist area, as well as write
comments to system software and begin to look at operating
short notes on ‘Screening and Receiving visitors’.
kerry-ann.hepburn@gleanerjm.com systems. Remember, if you fail to prepare, you
prepare to fail.
God bless you.
Natalee Johnson teaches at Ardenne High School. Send
Hyacinth Tugman is an independent contributor. Send questions and questions and comments to
comments to kerry-ann.hepburn@gleanerjm.com kerry-ann.hepburn@gleanerjm.com

24 YOUTHLINK MAGAZINE | JANUARY 10-16, 2017