yl:english literature
‘The Woman Speaks to the Man who has Employed her Son’ BERYL CLARKE CLARKE Contributor
I
T IS easier to keep up than to catch up. This is a sentiment that I hope you will remember as you prepare for external exams. In this week’s Thee lesson, we are going discuss the poem Th Wom oman an Speak Speakss to to the Man who who has Emplo Employe yedd her Son, written by Lorna Goodison. Goodison is Jamaican. She has written several books of poetry and her focus is rooted in her homeland. I would like you to find out all you can about this remarkable writer. We cannot continue before briefly looking at The Me The Meal which was included in the last ‘lesson’. The images reveal the emptiness of the children’s lives. There is no communication, no joking, no laughter, not even boring chatter around the table. The poor kids can’t wait to be released. They all seem frozen. Is this what good behaviour means? Let us move on to our poem for the week. The subject matter of this poem is very topical, so much so that one who is meeting it for the first time could be forgiven for thinking that it was written only last week. I am confident that your study group will have many fruitful discussions on this one. Please do me the favour of reading it to or with your parents, guardians or older relatives. Why, you may ask? My intention is for you to find out how the writer’s words make them feel. Try to focus on
their reactions and then do what you can to find out from them why they have such reactions. As you read this poem too, think of how you feel and identify why you do so, for in this way you will be analyzing Goodison’s craft. The basic story presented here is one that is known to all Jamaicans. A woman gets pregnant for a man who is a womanizer. In the early stages of her pregnancy she suffers from morning sickness. Before her child is born, she has great dreams of him growing up to achieve success and remembering her. When her son is born, she has great dreams for him and, as a single parent, tries her best with and for him. Unfortunately, he begins to work for someone who gives him a gun. The mother clearly sees the outcome of her son’s ‘profession’ and accepts his inevitable end. Is this all? What is it that makes this poem so special? Let’s start at the beginning again. We are introduced to the mother, not as a single entity but as a woman who is with child. We learn that it is the changes in her body that cause her to realise her condition. She starts to feel uncomfortable, having morning sickness and experiencing mood swings. Notice how our speaker tells us about the conclusion she comes to: ‘that she was not alone in her body’ and of her statement of acceptance in: “She carried him full term tight up under heart”
THE WOMAN SPEAKS TO THE MAN WHO HAS EMPLOYED EMPLOYED HER SON
Her son was first made known to her as a sense of unease, a need to cry for little reasons and a metallic tide rising in her mouth each morning. Such signs made her know That she was not alone in her body. She carried him full term tight up under her heart. She carried him like the poor carry hope, hope you get a break or a visa, hope one child go through and remember you. He had no father. The man she made him with had more like him, he was fair-minded he treated all his children with equal and unbiased indifference. She raise him twice, once as mother Then as father, set no ceiling On what he could be doctor, earth healer, pilot take wings. But now he tells her he is working for you, that you value him so much you give him one whole submachine gun for him alone.
He says you are like a father to him she is wondering what kind of father would give a son hot and exploding death, when he asks him for bread. She went downtown and bought three and one-third yards of black cloth and a deep crowned and veiled hat for the day he draw his bloody salary. She has no power over you and this at the level of earth, what she has are prayers and a mother’s tears and at knee city she uses them. She says psalms for him she reads psalms for you she weeps for his soul her eyewater covers you. She is throwing a partner with Judas Iscariot’s mother the thief on the left-hand side of the cross, his mother is the banker, her draw though is first and last for she still throwing two hands as mother and father. She is prepared, she is done. Absalom. Lorna Goo Gooddis ison on -
Do you recognise the emotional bond that these words reveal? Up to this point, we do not know whether she has a husband who is overjoyed at this development, but we know that she has formed a bond with her unborn child. Are you wondering why the speaker says that ‘she carried him full term’? Is this because he/she wants us to understand that the idea of an abortion never entered the mother’s mind or to let us know that she had a healthy pregnancy? Contemplation time!
there anything in the poem that could possibly lead one to such a conclusion? We are told that much hope rested on the child. It is after this that we are introduced to another feature of Jamaican social life. The man with whom she made him is not seen as a father, but as a promiscuous sperm donor who does not take care of any of his children. There is a literary device used in this verse. I hope that you recognise it and the purpose that it serves. Do make a note of it right there in the text!
We still have some persons who believe that children are ‘old-age pension’. Do you know what I mean? If you don’t, inquire of an older person then ask yourself whether this could have been a consideration of the mother. Is
The third stanza deals with the fact that she had to be both mother and father to her son, a situation that is all too familiar to us as Jamaicans. What are these words telling us?
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CONTINUED ON PAGE 22
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yl:english language
Error recognition MELIS MELI SSA MCKENZIE MCKENZIE Contributor
W
ELCOME TO another lesson, students. This week, we will focus on a section of the multiple-choice paper that requires you to identify the types of error that might be present in given sentences. In this section the instructions usually follow this format: Some of the sentences below are incorrect because they contain one of three types of error. Each incorrect sentence contains only one type of error. Some of the sentences are correct as they are. Select the letter that best describes each sentence. a. If the sentence is too wordy, that is repetitive or contains redundancies. b. If the sentence contains clichés or misused metaphors. c. If the sentence is incorrect grammatically or faulty in diction. d. If the sentence is acceptable as it stands. If you are to do well on this section, you are expected to be aware of what you must look out for. Therefore, I will be providing you with brief explanations of these specific errors.
INCORRECT GRAMMAR
This occurs when rules of grammar have not been correctly applied. This includes faulty subject-verb agreement, improper use of pronouns, incorrect placement of tenses and so on. EXAMPLES Peter have no intention of helping me with my homework. (Have should be replaced by has since Peter is a singular subject.) My sister and me do not have the same hobby. (Me should be replaced by the pronoun I because it Me cannot be used as the subject.) Yesterday I watch a very interesting football match. (Watch should be watched because the match happened in the past.) Please note that the rules of grammar will be revised in future lessons.
REDUNDANCY
FAULTY DICTION
This is the repetition of meaning in an expression or the inclusion of unnecessary words.
This error occurs when a word is used that is not suitable for a particular context. Malapropism is an example of faulty diction. Malapropism is the absurd or sometimes humorous misuse of a word. For example: 1) Students should be punished when they validate the school rules. It is clear that violate is the correct word for the context. Here is another: 2) Parents are reluctant to send their children to a school with a bad repetition. ‘Repetition’ should be replaced by reputation.
EXAMPLES
It was their customary habit to reach school in time for general assembly. (If something is customary, it is a habit.) There was a long line outside the ATM machine. (The M stands for machine.) He was killed in a fatal accident. (The word ‘fatal’ suggests that somebody died.)
Other examp example les: s: repeat again, reverse back, back, refund back, free gift MIXED/MISUSED METAPHOR
Mixed metaphors are different metaphors occurring in the same utterance, especially the same sentence, which are used to express the same idea. Mixed metaphors usually result in a conflict of ideas. The mixed metaphors are underlined in the following sentences. EXAMPLES
If our efforts are to be crowned with success, we will have to put our shoulders to the wheel.
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Instead of biting the bullet, many Jamaicans prefer to throw in the towel. All at once he was alone in this noisy hive with no place to roost.
CLICHE
This is an expression or idea which has become overused to the point of losing its original meaning or effect. Proverbs and idioms often become clichés. Proverbs are well-known expressions that offer advice or present a moral, while idioms are single units of thought that convey a specific meaning. Idioms are not supposed to be taken literally but figuratively. EXAMPLES
1. A fool and his money are soon parted. (proverb) 2. Make hay while the sun shines. (proverb) 3. The two decided to bury bur y the hatchet. (idiom) 4. My sister specializes in making a mountain out of molehill. (idiom) Using the instructions given above and the information I have
YOUTHLINK MAGAZINE | NOVEMBER 10-16, 2015
QUOTE OF THE WEEK
The good can ‘ always be made better.
’
shared as a guide, select the letter that best describes each sentence below. 1. The thrill of exploring caves and deep sea diving were unexpected. 2. “We’ll cross that bridge when we get to it,” the tour guide said to us. 3. To insure maximum security, the party organisers utilised the services of security guards from several reputable firms. 4. The hero was encircled and surrounded by all his friends. 5. The secretary announced that the meeting was postponed because of an emergency. 6. Mob violence have become quite rampant. 7. I love the feel of my feet sinking down in the sand. 8. The new science block was complete on the scheduled date as a consequence of you monitoring every stage of the project. 9. The list of items I need at the supermarket are on the table in the living room. 10. In delivering that speech to a strange audience, Larry felt like a fish out of water, but eventually gave it his best shot. 11. Kelvin decided independently to train as a doctor, without consulting anyone. 12. One of the girls does not love to play netball. I will share the answers with you in the next lesson. Melissa McKenzie teaches at Old Harbour High School. Send questions err r r y -a -a n n n.h n.h e e p b b u urn r n @ @g l le a an n e er r jm.c o o m m and comments to k e
yl:history
The transatlantic trade in Africans DEBBION HYMAN HYMAN
the actual numbers but also suggests that the number of African captives could have been much higher.
Contributor OBJECTIVES
CONDITIONS ABOARD THE SLAVERS
AT THE end of the lesson, students should be able to: 1. Identify three ways by which African captives were captured. 2. Describe the experience of the African captives from the point of capture to the trek to the coast. 3. Define the term ‘triangular trade’. 4. Describe the experiences of the African captives aboard the slavers. 5. Identify two methods of sale for African captives in the Caribbean. 6. Describe the ‘refreshing’ process. In this week’s lesson, our focus will be on the transatlantic trade in African captives, but first we will examine the system of domestic slavery and how it greatly differed from the system as practised in the Caribbean (chattel slavery). DOMESTIC VS CHATTEL SLAVERY
There were several ways in which an individual became involved in domestic slavery in West Africa. People could become enslaved if they: a) were prisoners of war b) owed a debt c) were convicted of a serious offence such as murder, rape, adultery, witchcraft, etc d) facing starvation, as in cases of famine – some parents allowed their children to act as domestic slaves. The system of slavery as practised in West Africa differed dramatically from chattel slavery. One key difference was that slaves in West Africa could regain their freedom. For instance, if someone had become a slave due to a debt, once this debt was repaid the individual would be freed. As well, offsprings of these individuals would never become slaves, as was the case in chattel slavery. THE TREK TO THE COAST
The thrust into the life of a chattel slave would normally begin with the slave raid. Oftentimes, fires were lit on the outskirts of villages, resulting in pandemonium in many
1. The women and girls faced sexual abuse aboard the slavers. This was done by the ship’s crew.
Figure 2
villages. In the ensuing chaos, persons would be quickly captured by individuals who were heavily armed. The captives were placed in coffles and forced to walk for several hundred kilometres (depending on the proximity of the village(s) to the coast. During the journey they were poorly fed and hydrated and, as a result, many died. In addition, those thought to be too sick or weak to continue the journey would be cut from the coffles and were simply left to succumb to their illness or the elements. The journey would continue to the coast were they would wait to be placed on slave ships (slavers). THE JOURNEY TO THE COAST
At the coast, the captives were poorly fed and hydrated and this led to many dying before they even boarded the slavers. At the coast, African traders would bargain with European agents, called factors, for the sale of their captives. The captives were then placed in baracoons where they had to contend with the elements. Lastly, they were checked by doctors and those referred to as mackrons (rejected slaves) were not selected for the journey. Such persons included those with grey hair, missing teeth, venereal diseases, open wounds and so on. Healthy individuals would be branded and placed on the slaver. This horrifying journey
would be part of a larger system known as the triangular trade. THE TRIANGULAR TRADE
The triangular trade is a historical term indicating trade between three ports or regions. For the purposes of the syllabus, the triangular trade is defined as a trade during the 17th and 19th centuries that involved shipping goods and African captives (2nd leg) between Europe, West Africa and the Caribbean. A detailed map of the trade is provided in Figure 2. THE MIDDLE PASSAGE
The notorious leg of the triangular trade was referred to as the Middle Passage. This was the second stage in the transatlantic trade. The Middle Passage would be the journey of African captives from West Africa to the Americas. The journey proved horrific and lasted anywhere between six to eight weeks, depending on the weather and destination. The conditions aboard the ships were horrible and this resulted in high mortality rates. It is estimated that anywhere between 10 and 20 million African captives were taken to the Americas during the trade. These numbers exclude the captives that would have died during the voyage. Additionally, ship captains would oftentimes overload their ships with human cargo due to the fact of the high mortality rate. This prevents us from knowing
YOUTHLINK MAGAZINE | NOVEMBER 10-16, 2015
2. The Africans were placed below deck where they would remain chained. Women and children were kept together and men by themselves. Below deck, the temperature was hot and persons would die from heat stroke. They were allowed to come above deck once per day if weather permitted to exercise. The exercise was aimed at reducing the risk of blood clots that would have been potentially fatal. 3. The ships lacked sanitary facilities and, as such, the areas occupied by the Africans were very unhygienic. Normally, the areas were washed daily, only with water. This led to the outbreak of diseases such as dysentery, cholera and so on. 4. If food supply ran low, only the healthiest individuals were fed and sometimes the sick and very weak were thrown overboard. ARRIVAL IN THE THE CARIBBEAN
The psychological and physical impact of the Middle Passage was reflected on the African captives. As such, the ship’s crew would embark on the process to remedy the captives physically. This process was known as ‘refreshing.’ Refreshing is best described as the process of preparing the African captives for sale in the Caribbean. The process was done by giving captives a bath and removing visible grey hair. Their muscles would also be rubbed with palm oil to enhance their appearance and, to hide scars and bruises, a mixture of gun powder, lime juice and iron rust was used. Also, they were fed fruits and vegetables to enhance their complexion. Once in the Americas, they would be sold either by a process of auction or scramble.
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yl:geography
Population and settlement JUDITH HENRY Contributor
stadiums, cinemas and clubs, are generally found in urban areas.
FOCUS QUESTIONS:
What is meant by urbanisation? What are the causes, benefits and problems of urbanisation?
Urbanisation began during the industrial revolution, when workers moved towards manufacturing hubs in cities to obtain jobs in factories, as agricultural jobs became less common. Urbanisation is the increase in the proportion or percentage of people, or the population, living in towns and cities (urban areas). We see this happening here in Jamaica. People are moving from rural areas and going into Kingston and Montego Bay. Why is this so? The general causes of urbanisation are:
Many old thing change in urban areas, like food, dress, habits and pattern of residence and attitudes. URBAN PLANNING
In cities there are pre-planned conditions and programmes, while in rural areas there is little sign of planning. In summary, urbanisation happens mainly because of population pressure and lack of resources in rural areas. Natural increase and the standard of living in urban areas will be much better than in rural areas. People also hope for well-paid jobs, greater opportunities to find casual or ‘informal’ work, better health care and education.
BETTER OPPORTUNITY FOR EDUCATION
There are several costs to urbanisation, generally. We will look at the benefits first. The convenience of goods and services such as access to education, health, social services and cultural activities, is more readily available to people in cities than in villages. There is access to more educational and medical services, which allows for increased literacy and better health. There is also less need for personal vehicles and more availability of public transportation. Cities have more advanced communications and transport networks. There is more social integration in urbanised areas, for example, people of different religions, ethnic backgrounds, social classes and races reside in the same area. This creates better understanding and harmony and helps break down social and cultural barriers. The possibility of greater earning potential because of the availability of more jobs.
The best standard schools and collages for medicines are found in urban areas.
ECONOMIC IMPROVEMENT
BETTER RECREATIONAL FACILITIES
High-tech industries earn valuable foreign exchange and a lot of money for the country.
COMMERCIALIZATION
Modern marketing institutions and the different methods of exchange have greatly contributed to the growth of cities. TRADE AND COMMUNICATIONS
Transportation is very important mainly because raw material and manufactured goods can be transported in large volume. Communications facilities are usually available in urban areas – like wireless and portal services. ECONOMIC PULL OF THE CITY
Employment and economic facilities, like banks, are more readily available.
Better recreational facilities, such as parks,
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FOR A CHANGE IN MODE OF LIVING
Urbanisation occurs in the Caribbean as well. More and more people in the region are choosing to live in urban areas. There are many reasons for this: EMPLOYMENT OPPORTUNITIES
There are more jobs available and a greater range of job opportunities in urban areas, so persons will move into cities like Kingston in search of employment. SOCIAL SERVICES
Urban areas generally have better health-care facilities than rural areas. Indeed, some rural areas have no or little health-care facilities, like Buff Bay in Portland, Jamaica. Urban areas also have better educational facilities. Most secondary- and tertiary-level educational facilities are to be found in towns and cities. The availability of these facilities is another reason that many people prefer to live in urban areas. ENTERTAINMENT
There are more opportunities for entertainment in the cities than in rural areas. You will find nightclubs, fancy restaurants, sports facilities, shopping malls and many other opportunities for entertainment and recreation in the urban areas. Many people prefer to live in urban areas because of the availability of these entertainment opportunities.
owned by the slum dwellers. They can be evicted at any time by the landowners, so land insecurity is a problem. Poor living conditions, crowding and lack of sanitation also often contributes to outbreak of diseases. Utilities such as water, electricity and sewage disposal are also lacking in these areas. Another problem is unemployment. Since the number of people aspiring for jobs is more than jobs available, unemployment is a natural outcome of the situation. Crime becomes a problem because within the slums, maintenance of law and order is very difficult and patrolling of slums is often not on the priority list of law-enforcement officers. Unemployment and poverty force people to engage in antisocial activities. Slums, therefore, often become a breeding ground for criminal activities. Other problems associated with urbanisation are: TEMPERATURE INCREASE
Due to factors such as paving over formerly vegetated land, increasing number of residences and high-rise apartments and industries. Temperature increase is due to increased concentration of sun’s energy and production of more and more heat due to very extreme human activity. AIR POLLUTION
THE AVAILABILITY OF PUBLIC UTILITIES
Utilities such as piped water, electricity, telephone and Internet services are readily available in urban areas. Some of these services are unavailable in some rural areas. With benefits of urbanisation come negative consequences, mainly because the persons who move to the cities in search of jobs end up becoming casual workers, and this leads to the development of unplanned communities (slums) with substandard housing and very poor living conditions. Slums are usually located on land that is not
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Owing to emissions of harmful gases and smoke from factories and vehicles, air pollution results. A high amount of suspended particulate matter in air, particularly in cities, contributes to allergies and respiratory problems becoming a huge health hazard. CHANGES IN NATURAL WATER CYCLE
When urbanisation takes place, water cycle changes as cities have more precipitation than surrounding areas. Due to dumping of sewage from factories in water bodies, water pollution occurs, which often results in outbreaks of epidemics. CONTINUED ON PAGE 22
yl:biology MONACIA MON ACIA WILLIAMS WILLIAMS Contributor
G
OOD MORNING, readers. How are you this week? I hope you have been devoting some of your time to the reading and interpreting of exam-type questions. Remember that you can know all the material in the textbook and still fail or get a low grade in the exam if you fail to interpret the questions correctly! Please pay particular attention to this as you go forward.
Movement
THORACIC
These have long neural spines for attachment of upper-back muscles and short transverse processes for articulation with the ribs. LUMBAR
These are larger than the first two types and are ‘stumpy’. They have neural spines and transverse processes for the attachment of the lower-back muscles. SACRAL
This week, we will be looking at the vertebral column. Remember that the vertebral column is a part of the axial skeleton, the other part of which is the skull. The vertebral column is a series of small bones, which forms a structure down the back. This structure is both flexible and supportive. In between these bones which are known as vertebrae, are discs of cartilage which are called inter-vertebral discs. The vertebrae are not all the same but are divided into five different groups based on their structure and function. These are: 1. Those found in the neck region – the cervical. There are seven of these. The first two are specialized – the first is known as the atlas and the second as the axis.
These are fused into a single bone (sacrum) which increases its strength, making it better able to transmit forces from the legs to the rest of the backbone. CAUDAL
Reduced to small bones (coccyx). It has no defined function.
The following are features that can be used to distinguish the first three types of vertebrae and, hence, can be used to identify them. CERVICAL
Large neural canal Vertebraterial canals present Short neural spine Short transverse processes
2. Those found in the thorax – these are called, yes, you have guessed the name, the thoracic. There are 12 of these.
THORACIC
Smaller neural canal Very long neural spine Short transverse processes
3. Those found in the abdominal region – this name is not so easy to guess! These are the lumbar and there are five of them. The word lumbar relates to the lower-back region.
LUMBAR
Large, well-developed centrum Small neural canal Long, wide neural spine Long transverse processes
4. Those found in the region of the hip are fused together to form one bone. Do you remember what type of joint is found here? These four vertebrae fused together to form the sacrum.
Note that you may be given drawings of vertebrae and that you may be asked to identify them. In order to do so, you would need to know the structure of the vertebrae as well as the contents of the above table. Note also that certain structures which are found in the different types of vertebrae, e.g., the neural spine, neural canal and centrum, all have similar functions.
5. The next set of vertebrae is not significant in humans and the four individual vertebra are also fused together; these form the coccyx. The following shows the types of vertebrae and their adaptations for their functions.
Didn’t know that there was so much work involved in this study, did you? See you next week.
CERVICAL
Small bones with articulating surfaces to allow the head to nod and twist. Two small holes are present for the blood vessels of the neck.
Mt Alvermia Alvermia High School students huddle on the staircase sharing notes.
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Monacia Williams is an independent contributor. Send questions and comments to k e er r r r y -a -a n nn.h n .h e e p b bu u r rn n @ @g le le a an n e e rj rj m.c om om
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yl:principles of business
Balance of payments YVONNE HARVEY HARVEY
FINANCING A BALANCE OF PAYMEN PAYMENTS TS DEFICIT
Contributor
H
ELLO AGAIN. Before you read this week’s lesson, it would be a good thing for you to read over the previous lessons on international trade and balance of payments.
Here is a little question to test how you are progressing in the topic so far: (a) Define the term ‘balance of payments’. (b) What is meant by a country’s balance of trade? (c) Calculate the balance of trade for the country shown below:
Vis isib ible le trad tradee Exports Imports Invisib Invis ible le (net) (net) Exports Imports
US ($ M) 26,000 29,000
20,000 15,000
(d) Name two items that are regarded as invisibles. (e) Calculate the current account balance. Now that you have completed the question, and done so well, you may continue with the lesson. THE BALANCE OF PAYME PAYMENTS NTS MUST BALANCE
Ultimately, this must happen since every export becomes an Ultimately, import and every import was an export. Balancing the balance of payments means that there must neither be a surplus nor a deficit in the end. A way must be found to finance the surplus or deficit through external strategies which are shown in the official financing account. THE OFFICIAL FINANCING ACCOUNT
This account shows how the balance of payments is financed; it shows what is done with the surplus or the deficit on the balance of payments. Let us look at some ways of financing a balance of payments deficit.
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borrowing from international financial institutions, e.g., the International Monetary Fund and the World Bank. borrowing locally. drawing down on the official reserves of foreign exchange. selling an asset locally or overseas. borrowing from other countries. receiving gifts and grants. rescheduling of the debt. Importing on credit; permission must be granted from the exporting country.
CORRECTING AN ADVERSE BALANCE OF PAYMENTS
(a) increasing exports through: manufacturers.. offering incentives and subsidies to local manufacturers encouraging foreign investment. extending credit facilities. reducing spending. improving marketing skills and sponsoring exhibitions. currency,, which makes exports devaluing the local currency cheaper. (b) reducing imports by: increasing tariffs (duties) on imported goods and services. setting quotas to limit the physical amount imported. requiring special licences to import. devaluation, which makes imports dearer. controlling foreign exchange, which limits the amount of foreign currency available to individuals.
What if the balance of payments showed a surplus? This surplus could be financed in the following ways. FINANCING A BALANCE OF PAYMEN PAYMENTS TS SURPLUS
The surplus may be used in the following ways: lend money, for example, to other countries. purchase an asset locally or overseas. increase the official reserves of foreign exchange. pay outstanding debts. invest the surplus. give gifts and grants to other countries. Below is an example of the official financing account. Assume that the balance of payments figure is US$1,500M. THE OFFICIAL FINANCING ACCOUNT
Foreign currency borrowing Official reserves Total
US$M +800 +700 +1,500
Now we have balanced the balance of payments by eliminating the deficit of US$1,500M. What, though, if a country continues to have an adverse balance of payments, year after year? Well, that country must find ways of correcting that adverse balance of payments. The country has a balance of payments problem and must, therefore, earn more by:
HOMEWORK
The question below will test how much you have grasped of this lesson. (a) What is the official financing account? (2 marks) (b)(1) List two ways of financing a balance of payments marks) surplus. (2 marks) (11) List two ways of financing a balance of payments marks) deficit. (2 marks) (c) A country has a balance of payments of +US$300M, draw up the official financing account to show how this may marks) s) be financed. (2 mark (d) Explain two ways of correcting an adverse balance of payments. (2 marks) marks) Totaal:10 mark Tot markss This area of the syllabus can be quite technical, so do not take it for granted. Go over the notes from the past lessons, do some reading and then tackle the question. Bye, until next week. Yvonne Harvey teaches at Gl enmuir High School. Send questions and er r r r y -a -a n nn.h n .h e e p b burn u rn @ @g l l e a an n e e r r j m.c o o m m comments to k e
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yl:principles of accounts
Sales journal and ledger ROXANNE WRIGHT WRIGHT Contributor
the debtor to inform of the cost the goods and total money owed.
T
CASH SALES
HIS WEEK, I present the sales sales journal and sales ledger. As usual, I begin with some concepts that you should know. I have also presented a worked example that will show you how to use the information given in a question to answer each part of the question. It is simple and straightforward. IMPORTANT CONCEPTS: SALES JOURNAL This is the book of original entry that lists all credit sales for a given period. It is used for posting credit sales to the sales ledger. The sales journal total for the period is posted to the credit of the sales account.
This is when goods are paid for immediately. Cash sales are not entered in the immediately. sales journal.
SOLUTIONS:
Sal alees Invo Invoic ices es
CREDIT SALES
This is where goods are given to debtors/ customers on credit, to be paid for at a later date. SALES DISCOUNT
This is a reduction in the cost of goods, it is given to a customer when calculating the selling price.
SALES LEDGER
This is the ledger for customer’s personal account. PERSONAL ACCOUNTS
Account for both creditors and debtors.
SALES LEDGER
E Glor Gloria ia
A Green Green
He makes the following sales:
WORKED EXAMPLE:
Queestion: Qu Fabien Black of 20 Lower Braxton, Brown’s Town, is selling the following items; the recommended retail prices are shown: White tape $10 per roll Blue cotton at $6 per sheet Green baize at $4 per metre Black silk at $20 per dress length
Sales Journ Journaal
SALES INVOICES
This is a document, prepared by the firm selling the goods on credit, which is given to
a. Draw up a sales invoice for each of the above sales. b. Enter them up on page 163 in the sales journal, post to the personal accounts. c. Transfer the total to the sales account on page 66 in the general ledger. ledger. d. Show all folio numbers.
E Hall Hall
M Ann
B Campb Campbel elll
YOU ARE REQUIRED TO:
GENERAL LEDGER
Sale less Acc Account
Roxanne Wright teaches at Immaculate Academy. Send questions and comments to k e err r r y -a -a n n n.h n.h e e p b b u ur r n n@ @ g l le a an n e er r j m.c om om
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yl:social studies
Alternative lifestyles and human trafficking MAUREEN CAMPBELL Contributor
T
HE CONCEPT CONCEPT of an alternative lifestyle relates to anything that deviates from the expected and is different from the traditional lifestyles of an individual’s culture. It is a diverse lifestyle in respect to mainstream ones or is generally perceived to be outside the cultural norm. Many persons have chosen alternative lifestyles because they were not satisfied with traditional lifestyles and they dare to try something different. EXAMPLES OF ALTERNATIVE
Lifestyle travellers, homebirthing, homeschooling, home gardening, house truckers, New Age travellers, veganism, alternative spiritual practices, etc. Alternative lifestyles are becoming more accepted into our society, but people who live these lifestyles are still, very often, targets of prejudice and discrimination. These lifestyles have always existed but they are becoming more out in the open, so the general public is becoming more aware of them, more educated about them and have the freedom to decide and say how they feel about them.
LIFESTYLES: Vegetarianism – people who eat no meat;
these are a minority in our society. Hermits – people who live by themselves and tend to live away from everyday activities. They do not participate in all that society has to offer.
Polygamy – the practice of having more than one spouse; most people in the Caribbean only marry one person at a time.
Gay, lesbian, transgender, transsexual, bisexual lifestyle – these are considered by many as a lifestyle that is outside the norm for a particular culture. These are all subcultures within a larger culture.
Nudism and clothing optional lifestyles
Alternative medicine – natural methods of medical care or herbal remedies as medication instead of the more traditional approach to medicine. Single parenting – the growing trend of children being raised by one parent ; this was once viewed as an alternative lifestyle.
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THE TRAFFICKING PROTOCOL DEFINES HUMAN TRAFFICKING AS:
(a) ... the recruitment, transportation, transfer, harbouring or receipt of persons, by means of threat or use of force or other forms of coercion, of abduction, of fraud, of deception, of the abuse of power or of a position of vulnerability, or of the giving or receiving of payments or benefits to achieve the consent of a person having control over another person, for the purpose of exploitation. Exploitation shall include, at a minimum, the exploitation of the prostitution of others or other forms of sexual exploitation, forced labour or services, slavery or practices similar to slavery, servitude or the removal of organs.
HUMAN TRAFFICKING
This is the trade in humans, most commonly for the purpose of sexual slavery, forced labour or for the extraction of organs or tissues, including surrogacy and ovary removal. Trafficking is believed to be a very lucrative industry. Human trafficking is carried out at local levels and has international implications, as recognised by the United Nations in the Protocol to Prevent, Suppress and Punish Trafficking in Persons, especially Women and Children. This is referred to as the Trafficking Protocol, an international agreement attached to the UN Convention against Transnational Organized Crime (CTOC), which came into effect on December 25, 2003. The Trafficking Protocol is the first global, legally binding instrument on trafficking and the only one with an agreed-upon definition of trafficking in persons. One of its purposes is to facilitate international cooperation in investigating and prosecuting such trafficking. Another is to protect and assist human trafficking victims with full respect for their rights, as established in the Universal Declaration of Human Rights.
(b) The consent of a victim of trafficking in persons to the intended exploitation set forth in subparagraph (a) of this article shall be irrelevant where any of the means set forth in subparagraph (a) have been used. (c) The recruitment, transportation, transfer, harbouring or receipt of a child for the purpose of exploitation shall be considered ‘trafficking in persons’, even if this does not involve any of the means set forth in subparagraph (a) of this article. (d) ‘Child’ shall mean any person under eighteen years of age. The Trafficking Protocol was adopted by the United Nations in Palermo in 2000 and entered into force on December 25, 2003. As of March 2013, it has been signed by 117 countries and ratified by 154 parties. Human trafficking differs from people smuggling. In the latter, people voluntarily request or hire an individual, known as a smuggler, to covertly transport them from one location to another. This generally involves
YOUTHLINK MAGAZINE | NOVEMBER 10-16, 2015
transportation from one country to another, where legal entry would be denied at the international border. According to the International Centre for Migration Policy Development, human smuggling is a crime against the State due to violation of immigration laws and does not require violations of the rights of the smuggled migrants to be considered a crime. Human trafficking, on the other hand, is a crime against a person because of violation of the victim’s rights through coercion and exploitation. However, unlike most cases of human smuggling, victims of human trafficking are not permitted to leave upon arrival at their destination. They are held against their will through acts of coercion, and forced to work for or provide services to the trafficker or others. The work or services may include anything from bonded or forced labour to commercialised sexual exploitation.The arrangement may be structured as a work contract, but with no or low payment, or on terms which are highly exploitative. Sometimes, the arrangement is structured as debt bondage, with the victim not being permitted or able to pay off the debt. Bonded labour, or debt bondage, is probably the least known form of labour trafficking today, and yet it is the most widely used method of enslaving people. Victims become ‘bonded’ when their labour is demanded as a means of repayment for a loan or service in which its terms and conditions have not been defined, or in which the value of the victims’ services is not applied towards the liquidation of the debt. Generally, the value of their work is greater than the original sum of money ‘borrowed’. CONTINUED ON PAGE 22
yl:information technology
Binary representation and manipulation NATALEE A. JOHNSON Contributor
Now let us find the BCD equivalent of a set of decimal numbers.
G
EXAMPLE 1
REPRESENTING POSITIVE AND NEGATIVE NUMBERS
Therefore, 502 in BCD are: 1010010100000010 (please note the bits are written all together) See table above for confirmation.
OOD DAY, students. This is lesson nine of our series of lessons. In this week’s lesson, I will continue to look at binary representation and manipulation. At the end of this lesson, you will be able to perform the following: binary coded decimal (BCD) conversions and represent decimal numbers in the sign and magnitude format using specified number of bits.
There are three systems used to represent positive and negative numbers: 1. Binary coded decimal (BCD) 2. Sign and magnitude 3. Two’s complement
Given the decimal number 502, find its equivalent BCD digit. 1010 0101 0000 0010 + 5 0 2
EXAMPLE 2
Given the decimal number - 348, find its equivalent BCD digit. 1011 0011 0100 1000 3 4 8
1
negative
0
positive
In this method you write the binary value, adding zeros on the left if a specific number of bits are required. Include the sign bit on the left as one of the required bits in the answer. EXAMPLE 4
Convert -7 to 8-bit sign and magnitude. Please note: 1. The number is negative, so the sign bit is ‘1’. 2. To make it in an 8-bit you add zeros before the number 7 converted to binary, which is 111. -7 sign and magnitude is 1 0000 111
BINARY CODED DECIMAL (BCD)
Converting from binary to decimal can be tedious, especially if the decimal number is large. As a result, binary coded decimal was invented where each decimal digit in a decimal number is substituted by its four-bit equivalent binary representation. To represent a positive or negative number in BCD, a four-bit code is assigned to represent the signs ‘-’ and ‘+’, which are used to preface your answer. Positive (+) = 1010 (however, this is optional when writing your answer for a positive number). Negative (-) = 1011 or 1111
Sign bit
What if you are given the BCD digit to find the decimal number? How would you arrive at the answer? HERE IS HOW IT IS DONE:
1. Group the bits in groups of four, starting from left to right or right to left. 2. Convert each of those grouped bits to its decimal equivalent. EXAMPLE 3
Below is a conversion from decimal to BCD which is much easier than from decimal to binary: Decima De cimall Binary (BCD) 0 0 00 0 1 0 00 1 2 0 01 0 3 0 01 1 4 0 10 0 5 0 10 1 6 0 11 0 7 0 11 1 8 1 00 0 9 1 00 1 If you are not sure how we got the four bits for each decimal number, let us look at how we arrived at the BCD for the decimal number 2. The decimal number ‘2’ in binary is 10, then two zeros are added at the front of the binary digits to make it four bits (0010). 00
10
Find the equivalent decimal numbers for this BCD: 001101000101 1. 0011 / 0100 / 0101 (numbers grouped in 4) 2. 0011/ 0100/ 0101 3 5 5 Therefore, 001101000101 = 345
Left Most bit in Answer
7 in binary
added zeros
-7 = 10000111 (please note the bits are written all together and that the sign is included in the eight bits) Converting positive 7 to eight-bit sign and magnitude would look like this: 0
0000
111
S ig ig n b it it
a dd dd ed ed zeros
5 in binary
7 represented as eight-bit sign and magnitude all together would be: 00000111. We have come to the end of this lesson. See you next week, when we will continue to look at binary representation and manipulation. Natalee Johnson teaches at Ardenne High School. Send questions and er r r r y -a -a n nn.h n .h e e p b bu u r r n n@ @ g le le a a n ne e rj r j m.c om om comments to k e
PRACTICE QUESTIONS
(1) Find the BCD for the following: (a) 8978 (b) - 62 (c) 4560 (2) Find the Decimal numbers for the following BCD: (a) 000101011000 (b) 1011011100000101 SIGN AND MAGNITUDE
In this method, the most significant bit position is used to store the sign of the integer. A one (1) in the most significant bit (MSB) position represents a negative number and zero (0) in this position represents a positive number.
YOUTHLINK MAGAZINE | NOVEMBER 10-16, 2015
REMEMBER:
‘
If you fail to prepare, you prepare to fail.
’
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yl:mathematics
Factorisation of quadratic expressions CLEMENT RADCLIFFE RADCLIFFE Contributor
AS WE continue to review algebra, I wish to remind you of the following: The concepts included in algebra are fairly routine and, with effort, you all should be able to learn them well without much difficulty. Many areas, for example, solution of linear equations and inequations, were done in the lower forms and must be effectively revised prior to the examinations next year. Algebra should be selected as one of the compulsory topics in Section 2. I will present, at a later date, the list of topics which are included. We will now review last week’s homework. 1. Solve : 5x + 7 = 3x 2 SOLUTION
The appropriate method is to multiply both sides by 2. (In other examples, with multiple denominators, we find their LCM) 2 x 5x + 2 x 7 = 2 x 3x 2 10x + 14 = 3x 10x - 3x = 7x = - 14 x = - 14= - 2 7 2. Solve : x - 3 - 3x + 4 = 1 (Here there is multiple denominator, so the 3 6 LCM is used.) SOLUTION
In this case, the method recommended above may also be used. As the LCM of 3 and 6 is 6, simplifying the left hand side: x - 3 - 3x + 4 3 6 2(x - 3) - (3x + 4) 4) = 2x - 6 - 3x - 4 = -x - 10 6 6 6 Equating both sides: -x - 10 = 1 Multiplying both sides by by 6 6 -x - 10 = 6 - x = 6 + 10 or - x = 16. Ans : x = - 16 3. Factorise: (a) 7x - 21x 2
SOLUTION
As the common factor with respect to 7x2 and 21x is 7x 7x2 - 21x = 7x (x - 3) (b) by - b2y
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SOLUTION
by - b2y = by(1 - b) (by is the HCF of by and b 2y) 4. Factorise: 2x - 8y - 4xy + 4 SOLUTION
2x - 8y - 4xy + 4 Rearranging 2x + 4 - 8y - 4xy Using grouping, that is, repeated common factor method: 2x + 4 - 8y - 4xy = 2(x + 2) - 4y(2 + x) (Note the negative sign) = (x + 2)(2 - 4y) Please factorise the following on your own : 6mn + 15m - 4n - 10 6na - 9ma - 4ny + 6my Continuing the review of factorization, we will proceed with factorization of quadractic expressions. EXAMPLES OF METHOD OF FACTORIZATION OF QUADRACTIC EXPRESSIONS
1. Factorize x2 + 7x + 12 This method is based on the principle that (x + b)(x + c) = x? + (b + c) x + bc Do you see the relationship between (b + c) which is the coefficient of x, bc which is the constant term, and b and c which are the values in the brackets on the left-hand side? This relationship and the ‘trial and error’ play an important role in this method. Given the quadratic expression x + (b + c) x + bc, if we determine the values b and c, then the quadratic factors are: (x + b)(x + c). 2
NOTE
Given the quadratic expression, the sum of b and c is the coefficient of x and the product is the constant term. Other methods are also taught; please practise the one with which you are comfortable. USING THE ABOVE:
1. x2 + 7x + 12 = (x + 4)(x +3) If you have not realised the relationship mentioned above, then please note that: 4 + 3 = 7 (coefficient of x) 4 x 3 = 12 (The constant term) You may use ‘trial and error’ to identify 4 and 3, the values which satisfy the relationship.
YOUTHLINK MAGAZINE | NOVEMBER 10-16, 2015
2. Given, x2 + 5x + 4 as 4 x 1 = 4 and 4 + 1 = 5 Then x2 + 5x + 4 = ( x + 4)( x + 1) 3. Factorise: y2 - 3y + 2. The two numbers whose sum is - 3 and product is 2 are - 2 and - 1. Answer : (y - 2)(y - 1) You may wish to expand the factors to verify your answer. 4. Factorise: 2x2 + 5x -12 Despite the coefficient of x 2 being 2, a method similar to that of Example 2 above is used. 2x2 + 5x - 12 = (2x - 3)(x + 4) EXAMPLES OF METHOD OF DIFFERENCE OF TWO SQUARES
By expanding (A + B)( A - B) = A 2 - B2 This forms the basis of the Difference of Two Squares method. 5. Factorise: 36 - 25x2 As this is based on the fact that a2 - b2 = (a - b)(a + b). The critical problem is, therefore, to find the square root of each term. As √36 = 6 and √25x2 = 5x 36 - 25x2 = (6 - 5x)(6 + 5x). Answer = (6 - 5x)(6 + 5x). We will try another example. 6. Factorise: 9x2 - 16 By using the method of difference of two squares, you can show that since √9x2 = 3x and √16 = 4, then 9x2 - 16 = (3x - 4)(3x + 4). Answer = (3x - 4)(3x + 4). 7. Factorise: 1 - (x + 2)2 Based on the above, the factors are : {1 + ( x +2)}{1 - ( x + 2)} = (1 + x + 2)(1 - x - 2) Answer: ( 3 + x)( - 1 - x ) Remember to check your answers by expanding the factors and ensure that the product is the same as the given expression. It is important that you review the various methods of factorising a given expression. CONTINUED ON PAGE 22
yl:officee administration yl:offic
Recruitment and orientation HYACINTH TUGMAN Contributor
must accept the terms and conditions laid down by the agency.
O
COMPILING INFORMATION PERTAINING TO A VACANCY
NCE YOU have given some some thought to your immediate and long-range career goals, you will be ready to begin a job search. In searching for a job you will need to: Locate a prospective employer. Prepare a résumé and cover letter and send them to the prospective employer. Complete a job application form. Obtain an interview. Follow up on the interview. There are many places where you can search for a job: the newspaper, employment agency, electronic media, personal contact, trade journals, magazines and a company’s newsletters. Many organisations utilise employment agencies to assist in the recruitment of staff. If you wish for an agency to find you employment, you must first register with that agency and
It is essential that you gather as much information as possible regarding an advertised post. In large organisations, details regarding a vacant position can usually be obtained from the human resources department. In a small organisation, this type of information may be obtained from the person with whom the recruit is to work. In addition, factors relating to training and qualification, salary, fringe benefits, career advancement and the image of the firm must be taken into consideration when seeking employment. JOB DESCRIPTION
It is necessary that the duties and responsibilities of a position are
understood. Many organisations give their employees a job description. A job description explains the nature of the job, duties and responsibilities. There are three main parts of any job description: THE DESCRIPTION ITSELF
This section includes a summary of the overall functions of the position and a detailed list of the specific tasks and responsibilities of the job. KNOWLEDGE AND SKILL REQUIREMENTS
This section specifies the minimum education level and/or training required for the job. ACCOUNTABILITY
This section identifies who the supervisor will be. It may also describe any equipment, expenditures or other operations for which you will be held
responsible in the course of performing job tasks. APPLYING FOR A POSITION
Once you have located a prospective employer, the next step is to prepare a cover letter and a résumé. A cover letter is the chance to sell yourself to the employer. It should convince the employer to call you in for an interview. A cover letter should not be more than three or four short paragraphs. It should tell the employer when and where you heard about the position, explain why you feel your education and background qualify you for the job. Some companies may ask you to fill out an application form as well as submit a résumé. A résumé is a written summary of your qualifications that you prepare when looking for a particular position. A résumé should have sections of information in the following order -
Your name, address, telephone and
email address Other personal information – e.g., date of birth Objectives Educational background Employment history Hobbies, interests, activities and special abilities Reference Your résumé should be clearly written and well organised. Make certain that your spelling, grammar and punctuation are perfect. Try to keep your résumé to one page. From the information you have read, prepare a résumé as you may need one for the upcoming Christmas holidays. Continue to work hard and never give up. I will continue this lesson next week. Hyacinth Tugman an independent contributor. Send questions and comments to k e e r rr r y-a n nn.h n .h e e p b bur u r n n @ @gl e an an e erj r j m.c o om m
yl:chemistry
Structure and bonding
Allotrophy is the ability of an element to exist in the same physical state but in different structural forms. This causes them to have different physical properties but the same chemical properties.
arranged hexagonally in layers. These layers are held together by weak bonds which enable them to slide over each other. There are strong covalent bonds, however, between the carbon atoms in each layer. Since the carbon atom is bonded to only three others, it means that each carbon atom has a fourth electron not involved in bonding; that is a free mobile electron. This causes graphite to conduct heat and electricity.
FRANCINE FR ANCINE TAYLOR-CAMPBELL
Contributor
YOU SHOULD BE ABLE TO:
Explain the term allotrophy. Construct diagrams to represent the structure of sodium chloride, diamond and graphite. Relate the structure to their properties.
Diamond and graphite are giant molecular or macromolecular crystals. Diamond consists of carbon atoms tetrahedrally arranged and bonded by strong covalent bonds. Four carbon atoms are joined in a tetrahedral arrangement which is repeated throughout to give a three-dimensional structure. Graphite consists of carbon atoms arranged in hexagonal rings and in layers. Each carbon atom is bonded to three other atoms YOUTHLINK MAGAZINE | NOVEMBER 10-16, 2015
CONTINUED ON PAGE 22 21
yl:english literature
CONTINUED FROM PAGE 11
That she took full responsibility for his upbringing, not shirking anything with the excuse that “him no have no fada”. She set his horizons high and wide, thinking that he could achieve any wonderful goal. Consider the professional choices she has in mind for her fatherless boy! In her estimation, he could have been a doctor – thereby caring for others even as he became financially independent, or an environmentalist – caring for the earth and being financially well off, or he could have been a pilot. You need to reflect on the significance of this last choice. We will return to it later. Suddenly, there is an unexpected change in the events and the tone of the poem. We will, therefore, take a break and pick up at this point in next week’s ‘class’. ‘class’. Make sure to read this poem several times. If there is any word or expression with which you are not familiar familiar,, please get clarification. Take care and God bless! Beryl Clarke is an independent contributor. Send questions and comments to k e er r r r y -a -a nn.h nn.h e e p b bur u r n n @ @gl e an an e er r j m.c o o m m
DESTRUCTION OF NATURAL HABITATS OF FLORA AND FAUNA
In the making of an urban area, a lot of forested areas are destroyed, which otherwise would have been natural habitats to many birds and animals. In Jamaica, especially in Kingston on a daily basis, you will notice many problems caused by urbanisation. One of the most noticeable is traffic congestion. There is an increased amount of traffic on the roads, which results in traffic congestion. In the morning and evenings (peak hours), the congestion is worse. The current road network in Kingston was not built to accommodate the large volume of traffic that it now handles and there is not much room for the expansion of existing roads. POOR HOUSING CONDITIONS
With the large number of unskilled and unemployed persons who migrate to Kingston, they are forced to occupy land (vacant lots) illegally. Very often, houses made by squatters are built with inferior
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CONTINUED FROM PAGE 20
We use the grouping method to factorise the expression 6a +16b + 8ab + 12. SOLUTION
6a + 16b + 8ab + 12 = 6a + 12 + 8ab + 16b Factorising, = 3(2a + 4) + 4b(2a + 4) = (2a + 4)(3 + 4b) Answer: (2a + 4)(3 + 4b) Factorise the following: 1 - y2 9 The square roots are are 1 and y, the factors factors are: {1 + y }{1 - y } 3 3 3 Please note the following quadratic factors: Y2 - 2Y - 15 = (Y + 3)(Y - 5) 3m2 - 10m - 8 = (3m +2)(m - 4) Kindly review the answers.
(b) x - 4x - 32 (c) 3x2 - 7x -6 (d) 2x2 + 5x -12 (e) 3x -8y - 4xy + 6 (f) x2 - y2 - 4x + 4y (g) 16a2 - 49b2 (h) 1 - 64x2 2
Forced labour is a situation in which victims are forced to work against their own will under the threat of violence or some other form of punishment; their freedom is restricted and a degree of ownership is exerted. Child labour is a form of work that is likely to be hazardous to the physical, mental, spiritual, moral or social development of children and can interfere with their education. These children may be involved in debt bondage, forced recruitment for armed conflict, prostitution, pornography,, the illegal drug trade, the illegal arms trade and pornography other illicit activities around the world. Trafficking Traffick ing of children is the recruitment, transportation, transfer, transfer, harbouring or receipt of children for the purpose of exploitation. Trafficking in children often involves exploitation of the parents’ extreme poverty. Parents may sell children to traffickers in order to pay off debts or gain income, or they may be deceived concerning the prospects of training and a better life for their children. They may sell their children into labour, sex trafficking or illegal adoptions.
HOMEWORK
Factorise: (a) x2 + 5x + 6
Clement Radcliffe is an independent contributor. Send questions and comments to k e er r r r y -a -a n nn.h n .h e e p b bu u r rn n @ @g le le a an n e e rj r j m.c om om
yl:geography CONTINUED FROM PAGE 14
yl:social studies
yl:mathematics
materials and lack basic amenities such as running water and electricity electricity.. There are also various forms of pollution: 1. Noise pollution results from the continuous flow of traffic, night-time entertainment and construction work. 2. Air pollution is derived from exhaust of motor vehicles, dust from construction sites, fumes from factories, and so on. 3. Water pollution, for example, in the Kingston harbour, which is heavily polluted. THE SOURCES OF POLLUTANTS INCLUDE:
Domestic waste, such as garbage from gullies, which empties into the Kingston Harbour.. The domestic garbage is dumped Harbour into these gullies by citizens when the time is dry and, when it rains, the garbage is washed into the sea, which pollutes it. Sewage is dumped in the Kingston harbour. Generally speaking, the sewage treatment plants are unable to treat all the sewage produced by the increasing number of persons who live in Kingston. Therefore, the untreated sewage is sometimes dumped
in the harbour, resulting in the pollution of the water. This has caused the increased death of marine life. Occasionally, oil spills may occur in the Occasionally, harbour when oil is being delivered at the Petrojam oil refinery. Oil spills can result in the death of marine life. High levels of unemployment because there are not enough jobs available for everyone and some of the migrants are unskilled and, therefore, cannot find jobs. High levels of crime as the unskilled and unemployed persons may contribute to this. Another reason for the high level of crime in Kingston is that, often, parents have more children than they can afford to maintain. This forces these children to take up odd jobs, as a result of their poverty-stricken situations, when they should be in school; many times they end up joining gangs and performing criminal activities. Next class, we will discuss attempts to control urbanisation in the Caribbean. Judith Henry teaches at Ardenne High School. Send questions and comments to k e e r rr r y -a -a n nn.h n .h e e pb u u r rn n @ @g le le an an e er r j m.c o om m
YOUTHLINK MAGAZINE | NOVEMBER 10-16, 2015
ACTIVITIES:
1. Define the concepts ‘human trafficking’ and ‘alternative lifestyles’. 2. State and explain three types of alternative lifestyles. 3. Suggest three reasons human trafficking is carried out. 4. Suggest three strategies to curb human trafficking? 5. Suggest three reasons why the three named alternative lifestyles are seen as a social issue by members of your society. Please be specific by naming the alternative lifestyles to which you are referring. Maureen Campbell teaches at St Hugh’s High School. Send er r r r y - - an an n.h n.h e e p b b u ur r n n@ @ g l le a an n e erj r j m.c o o m m questions and comments to k e
yl:chemistry CONTINUED FROM PAGE 21
Graphite and diamond are composed of carbon atoms but their structures are different, hence these solids are allotropes. They show the same chemical properties since they have the same element carbon, but the difference in their structure causes them to have different chemical properties. REVIEW
1. What are allotropes? 2. What is a giant molecular structure? 3. Give three examples of substances having a giant molecular structure. 4. Describe the properties of diamond and graphite. 5. How does the structure of graphite influence its properties? Francine Taylor-Campbell is an independent contributor. Send err r r y -a -a n nn.h n .h e e p b bu u rn rn @ @g l l e a an n e e r r jm.c o o m m questions and comments to k e
