Contributed

Samantha Hay, a fourth-year student at the Edna Manley College of the Visual and Performing Arts, shows off her prize-winning entry in the Kingston Bookshop’s calendar
competition.

YOUTHLINK MAGAZINE | JANUARY 25-31, 2011 11

yl:information technology
NATALEE A. JOHNSON
Contributor

S
TUDENTS, IN this week’s lesson, we will continue to look at data
security. We are now going to examine the different security
methods I gave you in the previous lesson.

PASSWORD
Data security
process of restricting access to software. This may be done using
passwords or
FIREPROOF CABINETS
Despite the fact that we
A password is a encryption. have several security
combination of However, there methods to secure data, there
characters used to is another is none that can truly protect
prevent your data from natural
method that is
unauthorised disasters or fire. Nonetheless,
computer access. A fairly popular. there is a very simple
person wishing to Chances are (although low-tech) way to
secure a computer that you have protect manual files and
or individual files installed those on removable storage
on the computer can set a password. In order for access to be granted, media from fire. A fireproof
recent
the correct password must be entered. cabinet is one such
commercial software and you have been prompted to enter a serial mechanism. A fireproof
number (installation key) before the actual installation starts. This is cabinet is one that is
ENCRYPTION done in an attempt to reduce software piracy (which you learnt about designed to withstand the
Encryption is the process of encoding information so that it bears high temperatures of fire.
in the previous lesson).
no similarity to the original in order to secure it. Files are encrypted
using a key provided by the person who wants to encrypt the
information. FIREWALLS
VIRUS AND VIRUS PROTECTION
This key is a A virus is a malicious program that is designed to corrupt the files Any file on a
combination of network is
characters that vulnerable to
are used to tell hackers. However,
an encoding there are ways to
algorithm how to protect computers
encrypt the that are on a
information. The network from
encoding hackers. A firewall
algorithm uses a (in computer terms)
kind of mathematical formula in the conversion process. In order to is a program that
read encrypted information, it must first be decrypted. This is the identifies certain
process of decoding encrypted information in order to obtain the weaknesses in
original information. networked
computers and tries
to prevent them from being exploited. This makes it much more
PHYSICAL ACCESS RESTRICTION
difficult (but not impossible) for hackers to gain unauthorised access
Physical access restrictions are used to prevent unauthorised on a person’s computer and/or prevent the computer from working to the computer. Therefore, firewalls help to keep the data on these
persons from gaining properly. Viruses may cause damage to programs and data. People computers secure. They are usually installed on computers that access
physical access to the Internet.
create viruses for vandalism, revenge or mischief. Computers may be
stored information.
The information may protected from viruses by:
be found on a m Avoiding using computers, hard disks, flash drives and so on COMPUTER
computer, on a that are suspected of having a virus. HACKERS
removable storage m Using up-to-date anti-virus software A hacker is a person
device or in manual who tries to gain access
files. Two methods of to areas on networks
physical access that he/she is not
EMAIL VIRUSES
restriction are: supposed to have
An increasing number of viruses are being spread by attachments to
access to. Hackers may
m Housing the email messages. When you open the attachment, your computer try to:
computer or the becomes infected. Some of these viruses can even take advantage of m Pretend to be
removable storage device in a room or building. This area would be the capabilities of email and send themselves to everyone in an email someone who has
secured using locks and a legitimate access to certain areas or files.
m Use extreme attacks (trying thousands of passwords until the
address book.
combination of surveillance
cameras, alarms, biometric right one is found).
systems, swipe cards and ANTI-VIRUS SOFTWARE m Find weaknesses in the network (known as backdoors) and try to
An anti-virus program (or virus guard) is a special type of software exploit them.
m Corrupt or delete the files being shared.
security guards.
m Locking manual files or that tries to detect and remove viruses that are on a computer or
removable storage device in a removable storage media. Many anti-virus programs allow you to
cabinet. We have come to the end of another lesson. See you next week
download new virus definitions (information about how to recognise when we will conclude looking at data security. Remember that if you
SOFTWARE ACCESS particular viruses). Advance anti-virus programs, such as Norton Anti- fail to prepare, you must prepare to fail.
RESTRICTION virus, also try to detect viruses for which there are not yet any virus
This is quite simply the definitions, by observing programs for suspicious virus-like activity. Natalee A. Johnson teaches at Ardenne High School. Send questions and
comments to kerry-ann.hepburn@gleanerjm.com

12 YOUTHLINK MAGAZINE | JANUARY 25-31, 2011

yl:geography
MARJORIE HENRY
Contributor

I
N THE last lesson, I shared with you some
information on the description of drainage. This
was in response to part (g) of question one from
Reading your
map
the May 2010 examination. You can be given other
forms of description, for example, other aspects of
the physical features - highland regions, lowland
regions and coastal scenery. There is also
description of land use. This involves natural
vegetation, agriculture, settlement, industrial use,
recreational use and communications. As already
stated, it is absolutely important that you study the
given map extract carefully and write what you see
(part 4)
on the given topic for description. What you write
must be information obtained from the map.

Part (h) of the question being discussed states:

Describe the site of the town of Pointe Michel.

Let me remind you of the meaning of site. This

refers to the land on which the settlement is built.
Do not include human factors.

Please see the section of the map showing the

town of Pointe Michel.

Your answer should include the following points:

m Pointe Michel is situated along the coast on a
narrow belt of land.
m The land is gently sloping.
m The land is well-drained.
m The area is found between the valleys of two
streams.
m There are steep-sided upland areas north and
south of the town, but the town is in the gap
between them.

Part (i) is the last section of the question. It

states:

Account for the distribution of agriculture in the

area between Eastings 66 and 69.

This section of the question is demanding more

of you than sections (f), (g) and (h). Here, you are
required to give reasons. In answering, say what is
present and why it is there. List your points and
then expand on them. Since you are asked about
agriculture, do not include natural vegetation
present in the area, that is, scrub and forest. You
must refer to the key or legend of the map extract to
help you in identifying agricultural activity. In the
absence of the map, let me share with you the
points that should be included in your response.
m The cultivation and plantation are scattered
because of the steep slopes and rugged nature of
the relief.
m Agriculture is found on gentler slopes and in
alleys which are linked to the coast by roads.
m The roads provide transportation.
m Rivers and streams are present and these
provide water.
m There is hardly any cultivation along the coast
in this area because of the very steep slopes that
are present.
This concludes the discussion of the question.
May I encourage you to obtain any available map
extract and practise the skills. Remember that
‘practice becomes perfect’. Seek assistance from
your teacher if you are still in doubt. Build up your
self-confidence in this aspect of the syllabus,
especially those of you who are so fearful about it.
This is the only compulsory question in the
examination and it carries the most marks.
Marjorie Henry is an independent contributor. Send questions
and comments to kerry-ann.hepburn@gleanerjm.com

YOUTHLINK MAGAZINE | JANUARY 25-31, 2011 13

yl:office administration

The accounts
GROSS PAY
This is the actual amount that the employee receives before statutory deductions are made. To calculate
the net pay, the clerk must deduct the following: tax, NIS, Housing Trust.

office
HYACINTH TUGMAN
Contribution

T
HIS WEEK, I will look at a very important part of any organization, the accounts office. In any
organisation, this office is very important, as it records all purchases and sales and the receipt and,
payment of money. Accounts are, therefore, kept for the following reasons:
m To ascertain whether a profit (or loss) has been made
m To record the value of assets and liabilities
m To provide information to others about the finances of the business
m To control the finances
m To maintain accurate records of all transactions

SOME OF THE FUNCTIONS OF THE ACCOUNTS OFFICE WILL, THEREFORE, INCLUDE

NET PAY
THE MAINTENANCE OF:
m accounts payable This is the amount the worker receives after deductions have been made.
m accounts receivable
m credit control See you next week when I will complete this lesson.
m payroll
m petty cash
Hyacinth Tugman teaches at Glenmuir High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

THE PAYROLL
Wages are the rewards paid to employees for the labour/services they have supplied to an organisation.
There are other terms used for the rewards of services rendered depending on the nature of the work and the
period for which payment is made. The other terms are:

m Salaries, paid to administration workers, which are paid monthly, while wages are paid weekly to
production or factory workers.

m Piece work, where workers are paid for each piece of work completed. For example, an assistant
dressmaker may be paid $100.00 for every piece of garment upon completion regardless of how long it
takes.

m Flat rate, which rewards all employees equally; whether or not they perform well

m Hourly rate which workers are paid for each hour they work. They are sometimes provided with a time
card and are expected to clock in and clock out. When workers arrive for work, they select their clock card
from the rack and insert it in the clock which prints the arrival time onto the card.

m Bonus rate which provides additional money is to be paid for extra output of work completed in less
time than is specified.

m Overtime is payment for work performed outside of the specified working hours. If the normal working
hours are 8:00 a.m. to 4:00 p.m., Monday to Friday, and the employee works from 4:00 p.m. to 6:00 p.m.
on any week day, he/she will be paid overtime.

m Double-time which is payment for time spent in work after a normal working week, or on public
holidays.

m Commission in the form of additional payments made to sales representatives according to the
quantity of goods sold.

WAGE AND SALARY DEDUCTIONS

In addition to the rate at which the employees are paid, it is important to note that the amount earned and
the actual amount received is different because certain deductions have to be made. These can be statutory
or voluntary.

A statutory deduction is a compulsory deduction from an individual’s pay without any consent from the
individual. Voluntary deductions are those requested by the employee from his/her salary (wages). In Can you feel the love? Montego Bay High School Principal Donna-Myrie Redwood gives
Jamaica, Income Tax, National Insurance and Housing Trust are statutory deductions. Davia Hines a warm embrace during break.

14 YOUTHLINK MAGAZINE | JANUARY 25-31, 2011

yl:chemistry (part 2)

Organic chemistry review

FRANCINE TAYLOR-CAMPBELL
Contributor
(ii) Give the names of substances Q and R.
(iii) Write an equation for the reaction between ethene and bromine. What type of a reaction is this?
POINTS TO NOTE
m Polymerisation is the formation of a large molecule from smaller units called monomers. ANSWERS
m Monomers containing the C=C can add together to form polymers (addition) or two units can react 2. Glucose is fermented in the absence of oxygen by yeast to give ethanol
together to eliminate a small molecule such as water (condensation). C6H12O6 (aq) ======== 2C2H5OH(aq) + 2CO2 (g)
m Polysaccharides such as starch can be broken down to simple sugars (monosaccharides) by enzymes Yeast
(such as amylase) or during acid hydrolysis.
m Proteins, polyesters and polyamides are all formed from condensation polymerisation. (ii) The gas that is produced is carbon dioxide, CO2.
m Hydrolysis is the breakdown of large molecules to small ones by reaction with water. This can be done Carbon dioxide produces a white precipitate when bubbled through calcium hydroxide (lime water)
in the presence of an acid. Ca(OH)2 (aq) + CO2 (g) ======= CaCO3 (s) + H2O (l)
m When sugars are fermented in the absence of oxygen, ethanol is produced. (b) Substance P is ethanol. Formula: C2H5OH
m Fractional distillation can be used to produce pure ethanol from the products of fermentation. (ii) Ethanol can be converted to ethene by catalytic dehydration using concentrated sulphuric acid at
0
170 Cor by passing the gas over hydrated alumina (Al2O3).
We will continue our revision by examining some questions on the topic. (c) Substance Q is polythene/poly(ethene) a polymer of ethene and substance R is ethane formed from
the addition of hydrogen to ethene
1. The following terms are used in the description of organic compounds: (ii) C2H4 (g) + Br2 ==== C2H4Br2 (l)
Alcohol, alkane, alkene, amide, hydrocarbon, polymer. This is an example of an addition reaction.
From the list, choose two terms which can be applied to each of the compounds given below.
(i) methane
(ii) hexene Francine Taylor-Campbell teaches at Jamaica College. Send questions and comments to keerry-ann.hepburn@gleanerjm.com
(iii) poly(ethene)
(iv) nylon

(b) One of the general characteristics of homologous series is that all the members can be represented by
a general formula.
(i) What is the general formula of the alkane series?
(ii) Give one other characteristic of homologous series.

ANSWERS
1. (i) Methane - alkane and hydrocarbon
(ii) Hexene - alkene and hydrocarbon
(iii) Poly(ethene) - alkane and polymer
(iv) Nylon - amide and polymer

(b) General formula alkane: CnH2n+2

(ii) Other characteristics of homologous series are:
Each consecutive member differs by a -CH2 group
The members show similar chemical reactions

2. Study the reaction scheme below and use it to answer the questions given.

(a) (i) Give the names of the substances and conditions needed to ferment glucose.
(ii) Give the name of the gas that is produced during the fermentation of glucose. Describe a chemical
test for the gas.
(b) Give the name and molecular formula for P.
(c) (i)What conditions are needed to convert P to ethene? Members of the William Knibb Memorial High School Key Club.

YOUTHLINK MAGAZINE | JANURY 25-31, 2011 15

yl:mathematics
CLEMENT RADCLIFFE
Contributor

IN THIS week’s lesson, we will complete the

Coordinate geometry
review of functions. This is to be followed by the introduction to
aspects of coordinate geometry. We will begin however, with the
homework from last week.

We will now begin to review coordinate geometry by considering

straight lines on the Cartesian plane with respect to the following:
m gradient m intercept
m midpoint
m length of line m equation of line

Again, let me remind you of the importance of the theory of graphs

as it is very important to this topic.

The Cartesian plane consists of the perpendicular X and Y axes.

REMINDERS
m The axes must be properly labelled.
m Appropriate scales should be accurately used.
m The coordinates of a point are always expressed in the form:
(X , Y).
m Three points are required to draw a straight line. A ruler must
always be used to join the points.

HOMEWORK
GRADIENT
Given the points X(-5 , 3) and Y(1 , 1), find the values of:
The gradient of a line is a measure of its slope. The value is denoted
(a) m (b) M
by m and is defined as:
m = Increase in the y coordinates
Have a good week.
Increase in the x coordinates
Clement Radcliffe is an independent contributor. Send questions and comments to
kerry-ann.hepburn@gleanerjm.com

In this November 2010 file photo, ESPN Caribbean vice-president Bernard Stewart (third left) is seen flanked by (from
left) ESPN International’s Ardi Dwornik, Robbie Earle, Flow’s Denise Williams, the Jamaica Football Federation’s Linnel
McLean and Andrew Orsatti.

16 YOUTHLINK MAGAZINE | JANUARY 25-31, 2011

yl:principles of accounts

ROXANNE WRIGHT
Contributor
Fixed assets account
What are fixed assets?
Fixed assets are the assets that are used to enhance the operation of the business. These include:
m Machinery
m Motor Vehicles
m Fixtures
m Buildings

What is depreciation?
Depreciation is the part of the purchase price of a fixed asset that is used during a period of use by the
business. It is an expense of a business and must be charged against the period during which the
depreciation occurs.

What are the causes of depreciation?

A. The causes of depreciation are divided according to:
1. Physical Depreciation
2. Economic
3. Time Factor
4. Depletion

WORKED EXAMPLE:
a. Boyd Wilson started a manufacturing business on January 1, 2002, and bought two machines for $16
000 each, paying by cheque. It was decided to depreciate the machines each year at the rate of 20% per
annum of their net book value at the beginning of each year, i.e. by reducing or diminishing balance
method. The depreciation was to be recorded in a separate Provision for Depreciation Account.

On December 31, 2009, after allowing for the second year’s depreciation, he sold one of the machines for
$8 000 cash. On the same date, Wilson bought a new machine for $24 000 on credit from Equipment Ltd.
Required:
i. The Machinery Account for 2002 and 2003.
ii. The Provision for Depreciation Account for 2002, 2003 and 2004.
iii. The Machinery Disposal Account for 2009. Allow yourself ample time to go through the worked example, placing emphasis on the principles
applied. Next week’s presentation will be on incomplete records.
b. Brady is a customer of Williams and the following transactions took place:
2004 Roxanne Wright teaches at Immaculate Academy. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
November 1 $600 worth of goods supplied to Brady.
December 19 Balance owed paid by cheque.
December 24 Brady’s cheque returned unpaid due to lack of funds.

2005
February 2 Letter from Brady saying he was unable to settle his debt in full and
enclosing a payment of 30 cents for each $1 he owed.
May 31 Williams decided to write off the remaining sum owed as a bad debt.

Required:
Wilson’s balance-off account in Williams’ sale ledger. All details are to be shown.

SOLUTION:

From left: Prefects – Shamarla Blagrove, Joddena Kerr, Alexander Shaw, Chevannese
Stewart and Julian Patterson – run things here.

YOUTHLINK MAGAZINE | JANUARY 25-31, 2011 17

yl:social studies
MAUREEN CAMPBELL
Contributor
AW REFERS to the principles and
L regulations established in a
community by some authority and
applicable to its people, whether in the
form of legislation or custom and
policies recognised and enforced by
judicial decision.
A legislature has the power to pass,
amend and repeal laws in most
Caribbean countries. Also, the
legislature has the authority to raise
taxes and adopt the budget and other
money bills. The legislature in Jamaica
is called parliament.
It is from the legislature that a
member is appointed as the prime
minister, who is the head of the
executive arm of government. According
to the separation of powers doctrine, the
legislature is considered an independent
and co-equal branch of government
along with both the judiciary and the
executive.
A legislature may have one or more
houses that debate and vote upon bills.
A legislature with only one house is
called unicameral. On the other hand, a
bicameral legislature possesses two
separate houses. In Jamaica, there are
two houses, the senate and the house of
representatives also known as the upper
and lower house respectively.
The lower house is a more powerful
house while the upper house is merely a
chamber of advice or review.
HOW A BILL BECOMES LAW
The legislature makes laws which
determine procedures and roles in
society. A bill is usually introduced in
the house of representatives where it is
debated by both government and the
opposition.
Bills might be introduced in the
senate, but no bill involving finance can
be first introduced there. Public bills
designed to give effect to government
policy are introduced by a minister or
other officer of the government. Private
bills, on the other hand, may be
introduced by any other member of the
house, that is, from the government
members or from the opposition.
18
Who makes the laws?
The William Knibb Memorial High School Cadet Corps.
. Citizens may write to their
1 6
member of parliament or,
members of parliament may come
up with an idea for a law. If the idea
seems practical, it is discussed.
. If accepted, it is discussed with
2
the legal draftsmen who then draft
the bill.
3
. The minister informs the house
of representatives of his intention
to introduce a bill.
. The bill is introduced to the
4
house of representatives. This is
called the first reading. The first
reading of the bill is a mere formality
and is the occasion of the publication of
the government’s explanation of and
case for the bill.
. The public is given an
5 opportunity to discuss the bill.
YOUTHLINK MAGAZINE | JANUARY 25-31, 2011
. The bill is fully discussed in the
house of representative and the
criticisms noted. This is the
second reading. The first opportunity for
representatives to speak their mind
comes at this second reading of the bill,
where a vote on its general principles is
taken after a debate.
. A committee will now discuss
7 the bill. Committees comprise a
small number of members of the
house. These people will tend to have
specialised knowledge of the technical
details of legislation in the area under
consideration. It may undergo large-
scale change at this stage, and when it
emerges, its amendments are considered
by the entire house.
. If the bill is accepted, it goes
8
forward as it is or with
amendments. This is the third
reading. At this point, a final debate and
vote occurs on the bill. It is now referred
to as an Act of Parliament.
. The act goes through the same
9
three stages in the senate.
. The bill is accepted but
10
must go back to draftsmen if
there are any serious errors
to be corrected.
. If it is rejected by the senate,
11
it goes back to the house of
representatives for further
discussion.
. When the act has passed
12 through all three stages in
both houses, and once both
are agreed on a final version of the bill, it
becomes law. The final step is for the bill
to gain the Royal Assent when the
governor general gives his assent. The
act becomes a law and is published in
the Gazette.
THE EXECUTIVE ARM
This is the administrative arm of
government. The arm consists of the
prime minister and the cabinet members
responsible for such areas as state,
defense, foreign affairs, tourism,
transportation and education. The
primary power of the executive branch
rests with the prime minister who
chooses his Cabinet members who head
the respective departments. A crucial
function of the executive branch is to
ensure that laws are carried out and
enforced to facilitate such day-to-day
responsibilities of the government as
collecting taxes, safeguarding the
homeland and representing the country’s
political and economic interests around
the world.
ACTIVITIES:
1. Give one function of each of the
following arms of government:
i. Legislature
ii. Executive
iii. judiciary
2. Explain the process used by your
country to make laws.
3. Explain the concept separation of
powers.
Maureen Campbell teaches at St Hugh’s High
School. Send questions and comments to
kerry-ann.hepburn@gleanerjm.com
yl:english literature
‘The Merchant of Venice’
BERYL CLARKE
Contributor
E TURN our attention once to again to The Merchant of
W Venice. It is remarkable that this play still generates heated
discussions on the major characters. This Shakespearean
drama, named after the merchant Antonio, remains deeply interesting
to scholars, producers, directors and actors, audiences and surely to
many students. The characters are so well created that arguments
continue to be waged about them.
Who is Antonio? The playwright seems to draw a contrast between
him and Shylock. Antonio is presented as loyal, loving and devoted
and highly respected. He is willing to risk all for his friend, Bassanio,
who is already indebted to him. He is admired by his fellow Venetians.
Some matters concerning him which have been given much
deliberation are worthy of your consideration, however. These are:
1. The relationship between Antonio and Bassanio.
2. His treatment of Shylock and particularly because of Shylock’s
race (before the court battle).
3. His decision to force Shylock to become a Christian.
As you evaluate the character of Shylock, a picture quickly emerges
of a villain, a money-lender, driven by greed and one who possesses
no softer feelings, no love. Should we think though about the fact that
he is a Jew, an outcast in a Christian society? Do we need to take into
consideration the fact that he lives in a ghetto and can only make a
living by charging interest on money that he lends out? By the way,
Members of the academic staff at William Knibb Memorial High School.
this causes me to wonder whether Antonio was a good business man
or not. The deal he makes with Shylock seems to suggest otherwise.
Shylock does not appear in a good light in the way he relates to his
daughter and his servant. When he shows pain at Jessica’s casual
disposal of the ring that her mother, presumably, had given him,
however, he signals that he too has human feelings and he
demonstrates this again when speaking of the human qualities of a
Jew. There is no denying the fact that Shylock is determined to have
his pound of flesh which would have gravely endangered Antonio and,
therefore, deserves our condemnation.
Mark you, the playwright could not have had him show any mercy
to Antonio because this would have gone against the prevailing belief
of the time that Jews were evil and murderous. Still, the play is written
in such a way that many are not sure whether Shakespeare may not
have wanted to show how unjustly his society treated Jews.
What of Bassanio? It is he who is pivotal in the development of this
play. We can say that if he had not wasted his inheritance, there would
have been no reason for him to go courting to get more money, so
Antonio would not have had to pledge his own flesh to Shylock and so
on. What is important here is that while he does not seem to have the
same depth of affection for Antonio that Antonio has for him, he does
care. He is also loyal and grateful. In addition, while initially, Portia’s
wealth features prominently in his desire to court her, there is evidence
that he loves her.
YOUTHLINK MAGAZINE | JANUARY 25-31, 2011
(part 4)
Portia is a much-loved character in The Merchant of Venice. Like
Jessica, she has rebellious thoughts. Hers concern her father’s will -
the decision about the caskets and her suitors - but unlike Jessica, she
remains obedient and gets what both she and her father desire. Please
examine Portia’s nature carefully. She is a strong woman, intelligent
and resourceful. She defies the convention of the time when she
disguises herself as a man and goes to court to defend Antonio. It is
Portia who devises the stratagem to do so, going so far as even to
poke fun at those whom she calls ‘bragging jacks’. While she receives
legal advice from Dr Bellario, her cousin, it is by her own wit and skill
that she efficiently presents the case.
There are several minor characters to whom we need also to pay
attention. You must have noticed that Shylock has only one friend
while all the Venetians are against him. Launcelot Gobbo, Salerio,
Gratiano, Lorenzo, the Duke and Nerissa are worthy of note, in that we
must know what and how they contribute to the play.
It is important for us to recognise that all humans, regardless of
race, colour or beliefs, deserve to be treated with love and respect and
to feel that they belong.
Do what you can to make someone feel appreciated. God bless!
Beryl Clarke is an independent contributor. Send questions and comments to
kerry-ann.hepburn@gleanerjm.com
19
yl:english language (part 2)
NATASHA THOMAS-FRANCIS
Looking at your grammar H
Contributor
ELLO, STUDENTS. We seem to be getting closer and
closer to the CXC examination period. If you believe in
making New Year’s resolutions, one that you should
keep is being committed to your preparation for the CXC
CSEC examinations. If you have not yet begun to study, do
not worry, for it is not too late to begin. If you settle down, pay
attention in your classes and the lessons you read in the
Youthlink, then you should still do well.

Last week, I encouraged you to focus on your grammar

(and by extension, your expression) by looking at two kinds
of common errors that students write: the fragmented
sentence and the run-on sentence. We looked at ways in
which you could correct these errors and I left you with some
sentences to correct. Here are the answers and suggested
corrections below:
1. Here is my brother, Robert, do you want to meet him? (R)
2. While we were sitting under the tree. (F)
3. He could not answer the question, he was not dis-
couraged. (R)
4. If you are free tomorrow night. (F)
5. Before you complete the assignment. (F)
6. Hannah repaired the dress she was pleased with herself. (R)

SUGGESTED CORRECTIONS:
1. Here is my brother, Robert. Do you want to meet him? Or
Here is my brother. Robert, do you want to meet him?
2. While we were sitting under the tree, the rain came down.
3. Even though he could not answer the question, he was
not discouraged.
4. I’ll help you with your assignment if you are free
tomorrow night.
5. Before you complete the coursework, ensure that you
have done thorough research.
6. Hannah repaired the dress; therefore she was pleased
with herself.
This week, we will look at some other aspects of grammar
which you must also make note of: double negatives,
misplaced and dangling modifiers. These, too, are errors in
writing which need to be corrected.
CORRECTING DOUBLE NEGATIVES
You should not use two or more negative words to express
the same idea. To do so is an error called a double negative.
Use only one negative word to express a negative idea.
FOR EXAMPLE:
1. I didnn’t hear nothing.
2. The choir didnn’t use no song books in their performance
today.
3. He never eats no ice cream.
4. I didn’t hardly look at the boy who fell from the tree.
5. There isnn’t scarcely enough time for Trevaughn to finish
all his assignments.
When you read these sentences, did you notice the errors?
I am sure you did. The sentences contain double negatives.
Here are the corrections to those errors:
1. I didn’t hear anything, or I heard nothing.
2. The choir did not use any song books in their
performance today. or The choir used no song books in
their performance today.
Members of the Tivoli and Inner City marching bands provide entertainment at the new Downtown
Kingston Municipal Transport Centre before it was officially opened January 15, 2011.
3. He never eats any ice cream. or He eats no ice cream.
4. I hardly looked at the boy who fell from his bicycle.
5. There is scarcely enough time for John to finish all his
assignments.
Now here are five sentences for you to correct:
1. These situations don’t never seem to correct themselves.
2. We never have no fun at Grandma’s house!
3. There isn’t hardly any food in the canteen.
4. If you don’t attend class, you will not get no good exam
results.
5. Do not make no sound because Grandpa is sleeping.
CORRECTING MISPLACED AND DANGLING
MODIFIERS
Now we move to correcting two more types of errors. A
misplaced modifier alters the wrong word, or it seems to
modify more than one word in a sentence. For example:
1. At the last conference, the president discussed the major
plans for the building project with conference members.
2. Running smoothly and easily, the supporters watched
the athlete.
3. Blowing from the west, the trees were tossed by the wind.
In these sentences, the modifiers are placed incorrectly and
have, therefore, made the meaning of the sentence unclear.
For example, sentence three suggests that it is the trees which
are blowing from the west and not the wind.
We correct a misplaced modifier by placing it as close as
possible to the word it modifies. These are the corrections to
the previous set of sentences:
/
NORMAN GRINDLEY CHIEF PHOTOGRAPHER
1. At the last conference, the president discussed with
conference members major plans for the building project.
2. The supporters watched the athletes running smoothly
and easily.
3. The trees were tossed by the wind which blew from the
west. or Blowing from the west, the wind tossed the trees.
Dangling modifiers do not modify any word at all. To
correct a sentence that has a dangling modifier, you must
supply a word that the modifier can sensibly modify. For
example:
1. Dangling Using high-tech equipment, the lost
dog was found.
Clear Using high-tech equipment, the Smiths
found the lost dog.
Or The Smiths found the lost dog because
they had used high-tech equipment.
2. Dangling Celebrating my birthday, a party with
my friends and family lasted until
midnight.
Clear Celebrating my birthday, my friends,
family and I partied until midnight.
Please re-read these notes and ensure that you do not
include these errors in your writing. May you be productive
this week. Blessings!
Natasha Thomas-Francis teaches at Glenmuir High School. Send
questions and comments to kerry-ann.hepburn@gleanerjm.com

20 YOUTHLINK MAGAZINE | JANUARY 25-31, 2011

yl:biology
MONACIA WILLIAMS
Contributor
AST WEEK, the lesson ended with us looking at the resources we
The environment
L
&
use to carry on our daily living, classifying them into renewable
and non-renewable resources. Remember that in order to
preserve these resources for future generations, we need to reduce our
consumption of them, reuse them instead of always purchasing new
ones and, finally, recycle those that we use, converting them to other
reusable materials.

As human consumers, we generate a tremendous amount of waste.

A few Sundays ago, one newspaper reported that in Jamaica, five
million plastic bottles were disposed of every week, and of this
quantity only a meager five per cent is recycled; the rest is dumped.
This is having a considerably negative impact on our environment,
clogging up streams and gullies and landfills. When one considers
human activities
m Give used books and magazines to friends, schools and other reduce the risk of pollution from the landfills as well as conserve the
institutions. habitats of many plants and animals.
m Donate used furniture to children’s homes and to people who m Less pollution of soil and water from the indiscriminate disposal
that it takes 450 years for the decomposition of this type of plastic, the
impact becomes even more negative.
need it. of waste.
m Cut down on the amount of food that is purchased but not eaten. m Reduces the risk of harm to animals as a result of pollution.
m Refuse to purchase goods with elaborate packaging. m Reduces the risk of generating toxic wastes
Let us look at some of the manufactured materials that we use to
m In many developed countries, consumers are not allowed to use m Saves energy. It takes less energy to recycle than it takes to make
fuel our consumption.
Manufactured Source Uses
disposable plastic bags to transport goods that are purchased. This items from scratch.
material
serves to reduce the amount of plastic that would go to landfills.
paper pulp from wood writing
DIFFICULTIES OF RECYCLING
glass molten mixture of bottles, REUSE m It is tedious and time consuming.
soda ash, sand silica windows, doors, Some materials can be reused, for example tins, bottles, jars. m It requires initial capital outlay for special containers to separate
and lime furniture Others, such as organic waste from kitchens and gardens, can be used the different types of waste.
to generate compost, a natural organic fertiliser. m It requires the placing of recycle bins at strategic places so that
metals iron, gold, tin, aluminum containers, consumers can get to them easily.
packaging
RECYCLE m It requires the provision of transport to take the materials to the
material, cars different centres.
This entails collecting waste by separating them into types and m In many instances, it requires a fair quantity of storage space.
plastics petroleum bottles, bags, using these to make new products. Paper and cardboard can be m Last, but by no means least, it requires that education be
containers, converted into pulp and used to make recycled paper. Old clothes can provided for the consumer.
utensils, fibres be shredded and used to make new cloth. Glass, metals and certain
types of plastic can be used to make new goods. Guess what? You can make a difference! Begin to apply these to
Some of these materials, when discarded, break down with the help your life so that you contribute to preserving the environment. See you
of micro-organisms into harmless forms. These are said to be ADVANTAGES OF RECYCLING next week!
m Reduces the depletion of resources, for example, forests are
biodegradable. Organic materials are included in this group. Others,
such as plastic bottles are non-biodegradable. They, like the plastic Monacia Williams teaches at Glenmuir High School. Send questions and comments
preserved as fewer trees are cut for lumber and pulp to make paper.
m Less land will be required for landfills. This will also help to
bottles, either take a very long time to break down or cannot be broken to kerry-ann.hepburn@gleanerjm.com
down by micro organisms. Non-biodegradable materials cause the
accumulation of wastes in the environment, leading to the pollution of
both the aquatic and terrestrial environments. Items made from
styrofoam and disposable diapers take hundreds of years to
decompose.

The waste generated by an average household can be divided into

the categories shown in the following table. Notice that non-
biodegradable waste accounts for over 40 per cent of the waste
generated.
Waste Percentage (%)
organics 26.7
paper 19.7
glass 10.5
metals 10.4
plastics 19.9
textiles 7.3
others 5.5

Faced with this, how can we put the three ‘Rs’ into action in order to
preserve our resources? Do you remember the three ‘Rs’? Of course
you do. They are reduce, reuse and recycle!

REDUCE
In order to reduce we simply need to change our buying patterns
and our lifestyle habits and consume less. /
RUDOLPH BROWN PHOTOGRAPHER

m Old clothes can be sold or given away, or the material from them Charles Ross (right), president of the Rotary Club of St Andrew, chats with Kenute Hare (centre) and Judy Hylton at the Rotary
can be used to make something else. Club of St Andrew’s weekly luncheon meeting at The Jamaica Pegasus hotel in New Kingston on Tuesday, January 18, 2011.

YOUTHLINK MAGAZINE | JANUARY 25-31, 2011 21

yl:principles of business
YVONNE HARVEY
Contributor
Regardless of the
type of organisation
Functions of management
resources, for example, capital, labour being done in accordance with the encouraged to work harder and the
I FRIENDS. It’s good to be with

H
you all again. Our lesson this
week looks at the fundamentals
surrounding the functions of
management. The follow-up lesson will
cover the responsibilities of
management to different groups.
The specific objectives related to
these two topics are as follows -
Candidates should be able to:
1. Outline the functions of management
2. Outline the responsibilities of
management
These topics are important whether
you decide to own and manage your own
business or to employ a salaried
manager.
Let us begin by considering the term
management. Management is the art of
combining human and non-human
resources of an organisation and
directing the activities of an organisation
so that its goals may be met.
being operated, the management
functions are the same, that is, manage-
ment functions are universal in nature.
The task of the manager can be very
varied and will involve the following
main elements:
PLANNING
This is the first stage of the
management process. It refers to the
manager looking ahead and preparing
for the future. The overall policy of the
business should be planned. This is
then broken down into short-term and
long-term plans. This function also
involves the formulation of an
organisational structure, defining the
duties and responsibilities of the
personnel employed, and the manner in
which their activities are to be
interrelated.
ORGANISING
This means the pulling together of all
and technology, so that the goals of the
organisation may be met. In recent times,
organising has included the pooling of
information. All resources must be in the
right place, at the right time, so that plans
can be put into action to enable the
business to function efficiently.
DIRECTING
This function involves giving
instructions or directions to
subordinates and ensuring that they
know how to do what they have been
instructed to do. Instructions should be
clear and complete and subordinates
should carry these out to the best of their
ability for the benefit of the organisation.
CONTROLLING
There is a need, at appropriate
intervals, to see whether or not the
objectives of the organisation are being
met. Controlling involves supervising
and checking to ensure that jobs are
outlined plans. Managers may need to
change plans or explain things to
subordinates to ensure that the
objectives of the business are being met.
DELEGATING
This refers to the fact that managers
assign some of what they have to do to
subordinates. They do this in order to
lighten their own load and sometimes to
see if their subordinates can manage the
work and can, therefore, be given
consideration for promotion.
MOTIVATING
This means to encourage. There are
two forms of motivation, internal and
external. Managers will encourage
subordinates to work harder. They do
this by offering incentives such as
higher pay, fringe benefits and even
praise. This is external motivation.
Successful motivation will ultimately
benefit the business as workers will be
business will gain greater profits.
EVALUATING
This is similar to controlling, however
it is undertaken at the end of the special
tasks. It is done to see if all the aims and
objectives were achieved and to decide if
next time everything should be done the
same or if certain adjustments would be
in favour of the business.
The principal of a school is the
school’s manager. Your task for this
week is to relate the functions of
management to the principal of a school.
You should say in each case what the
principal will do to carry out each
management function.
See you next week.
Yvonne Harvey teaches at Glenmuir High
School. Send questions and comments to
kerry-ann.hepburn@gleanerjm.com

Test
Caribbean to:
a) Abolish slavery forever in the British colonies yl: history
b) Make demands for wages for the ex-slaves
c) Settle all disputes between masters and apprentices 11. The end of Apprenticeship was hastened by the:
d) Supervise the sale of sugar after emancipation a) Treatment of slaves in the work-houses
b) Efforts of the missionaries
6. The majority of stipendiary magistrates were: c) Success of the missionaries
DEBBION HYMAN
Contributor a) Members of the priesthood d) Fears of the planters
b) Retired army and navy officers
I GUYS. Last week, we examined the terms of the Emancipation

H Act and the Apprenticeship system. Below is a revision activity

assessing what you have learnt! Check next week’s article to
confirm your responses.
c) Members of the anti-slavery society
d) West Indian militia officers

7. What were the objectives of Apprenticeship?

12. Emancipation of slaves in the French West Indian islands were
granted in the year:
a) 1838
b) 1848
i) To prevent a large-scale movement of ex-slaves from off the estates c) 1858
Circle the correct response: d) 1868
1. The British Act of Emancipation came into effect on ii) To help slaves become skilled workers
a) August 1, 1833 iii) To prevent wide-scale disorders on the estates
iv) To facilitate the transition from slavery to freedom 13. In which chronological order did the following events occur?
b) August 1, 1834 i. The abolition of the slave trade
c) August 1, 1838 ii. The amelioration proposals
d) August 1, 1840 a) i only
b) ii, iii, iv iii. The emancipation of slaves
c) i, ii, iii, iv iv. The Mansfield Judgement
2. Why did the British government grant money to slave owners in
the colonies in 1833? d) i, iii, iv
a) i, ii, iii, iv
a) To assist planters in buying machinery b) i, iii, iv, ii
b) To compensate planters for the loss of labour 8. The period of Apprenticeship for non-praedial slaves in the
British Caribbean was scheduled to terminate in: c) iv, I, ii, iii
c) To give planters a ‘golden handshake’ d) i, ii, iv, iii
d) To help plantation owners pay ex-slaves a) 1834
b) 1836
14. Slavery was abolished in Cuba in the year:
3. The grant from the British government to slave owners was: c) 1838
a) 1848
a) £200,000 d) 1840
b) 1880
b) £200,000,000 c) 1886
c) £20,000,000 9. During the period of Apprenticeship in the British Caribbean:
d) 1888
d) £2,000 a) There was no work for labourers on the estates
b) Labourers were paid in cash for 40? hours of the working week
15. Which British island did not introduce the Apprenticeship
4. Which one of the following was not a provision of the c) Labourers were paid for extra services on the estates
system and moved to full emanicpation in 1834?
Emancipation Act? d) Labourers were not paid under any circumstances
a) Antigua
a) Compensation to planters for the loss of their slaves b) Barbados
b) Complete freedom for female slaves under 16 years of age 10. During the period of Apprenticeship, the treadmill was used for:
c) Montserrat
c) Complete freedom for slaves under six years of age a) Crushing cane d) Nevis
d) The establishment of the Apprenticeship system b) Stirring cane juice
c) Keeping apprentices fit Debbion Hyman teaches at St Hugh’s High School. Send questions and comments
5. Stipendiary magistrates were sent from England to the British d) Punishing apprentices to kerry-ann.hepburn@gleanerjm.com

22 YOUTHLINK MAGAZINE | JANUARY 25-31, 2011