yl:social studies
Types of government systems
MAUREEN CAMPBELL
Contributor
The government is us; WE are the government, you and I.
Theodore Roosevelt
COMMONWEALTH CARIBBEAN
THE COMMONWEALTH Caribbean is the term applied to the
English-speaking islands in the Caribbean and the mainland
nations of Belize (formerly British Honduras) and Guyana
(formerly British Guiana) that once constituted the Caribbean
portion of the British Empire.
TYPES OF GOVERNMENTS
There are many types of government to be found in the world.
Governments can be classified into several types. Some of the
more common types of governments are listed below:
1. Democracy
This is a form of government in which the supreme power is
retained by the people, but which is usually exercised indirectly
through a system of representation and delegated authority.
2. Republic
A republic is led by representatives of the voters. Each is
individually chosen for a set period of time. All democracies are
really republics. In a republic, the people elect representatives to
make and enforce laws.
3. Monarchy
This is a government in which the supreme power is lodged in
the hands of a monarch who reigns over a state or territory,
usually for life and by hereditary right. The monarch may be either
a sole absolute ruler or a sovereign - such as a king, queen or
prince - with constitutionally limited authority.
4. Aristocracy
An aristocracy is rule by the aristocrats. Aristocrats are typically
wealthy, educated people.
5. Dictatorship
A dictatorship consists of rule by one person or a group of
people. Very few dictators admit they are dictators; they almost
always claim to be leaders of democracies.
The Commonwealth, or The Commonwealth of Nations, is a
group of 53 states, all of which (except for two) were formerly part
of the British Empire. It was seen as a way of maintaining global
unity through shared language, history and culture, despite
growing independence and self-governance of former British
colonies. Despite massive geographic and demographic
differences, these countries are said to be united through their
common values of democracy, human rights and the rule of law.
TYPES OF GOVERNMENT SYSTEM IN THE
CARIBBEAN REGION
PREVIOUS LESSON: ALL ABOUT ELECTIONS
10
Systems of government in the British Caribbean for the last 500
years
the Cayman Islands, Montserrat, and the Turks and Caicos
Islands.
THE OLD REPRESENTATIVE SYSTEM
Government in the West Indies was a copy of the British system
of Parliament. Each island had a governor, a council and an
elected assembly. The British government could have just given
the governor and his nominated council total powers, but they
needed to have the cooperation of the wealthy planters in the
islands who were influential within the colonies (the assembly).
This meant that the assembly would sometimes favour policies
that the British government opposed.
Under this system, the governor had power and no authority;
and the assembly had authority but no power. Therefore, in this
system, the governor passed all the laws, but the assembly often
had control of the colonys annual budget.
CROWN COLONY
Crown Colony government was a system of government which
consisted of a governor and an executive council. This type of
government remained active in the West Indies until the colonies
became independent in the 20th century.
CROWN COLONY (GOVERNMENT)
This is a system of British colonial administration under which
Britain retained control over defence, foreign affairs, internal
security, and various administrative and budget matters. Crown
Colonies are governed internally by a British-appointed governor
NEXT LESSON: SEPARATION OF POWERS
YOUTHLINK MAGAZINE | FEBRUARY 14-20, 2017
and a locally elected assembly. In late 1987, the British Crown
Colonies in the Caribbean consisted of the British Virgin Islands,
Prior to the Morant Bay Rebellion in Jamaica in 1865, Crown
Colony government was limited to Trinidad and St Lucia. Over the
next 35 years, however, Britain abolished the Old Representative
System (ORS) with its menacing assemblies that had flourished
on many of the islands, and the colonies were governed directly
by the Colonial Office in Britain and by a British-appointed
governor on each island who was assisted by a local council,
most of whose members were appointed by the governor. As the
19th century progressed, however, an increasing number of
officials were locally elected rather than appointed.
This system of modified Crown Colony rule began in Jamaica
and was emulated in other West Indian colonies in the 1920s and
1930s. In 1940, the crown colony system was further tailored to
make local councils even more representative and to give local
officials more administrative responsibility. Nevertheless, defence,
foreign affairs, and internal security remained the prerogatives of
the Crown.
CONSTITUTIONAL MONARCHY
A constitutional monarchy is a form of monarchy in which the
sovereign exercises its authorities in accordance with a written or
unwritten constitution. This is a system of government in which a
monarch shares power with a constitutionally organised
government. The monarch may be the actual head of state or
purely a ceremonial leader. The constitution assigns the rest of
the governments power to the legislature and judiciary. It is seen
as a form of government in which a monarch acts as head of state
within the guidelines of a constitution.
In Jamaica, a parliamentary system is employed where the
monarch has ceremonial power. Embedded in the constitutional
monarchy is a prime minister who is the head of government and
who exercises political power. Election for prime minister and
other members of parliament is carried out every five years.
FOR YOUR INFORMATION:
 Constitutional monarchy is a form of government in which a
king or queen acts as head of state or his or her representative,
such as the governor general in Jamaica.
 The ability to make and pass legislation resides with an
elected parliament, not solely with the monarchs representative.
 As a system of government, constitutional monarchy
CONTINUED ON PAGE 24
 yl:principles of accounts

Sole trader and its adjustment

ROXANNE WRIGHT SOLUTION:
Contributor
a)
WORKED EXAMPLE: 
Alice, a sole trader, provided the following information from her accounts for the year ended ^
December 31, 015:  
 d  ^

 ^

^
d^>
d:  
W  : :   ^Z
 ^ 
 Z 
Cash book extract for the year December 31, 2015  
 
     

^ 
  
  
:   W >
*$48,000 [>1]
*$12,000 [>2]
The Cash book extract figures are totals for the year.
W& 
Take the following points into consideration:  
1. $4,200 of trade debtors were written off as bad debts [>3] on June 20, 2015.   : 
2. A revised provision for doubtful debts is to be 5% of the trade debtors balance at December 31,  W>
2015.
You are required:
a) To prepare the following ledger accounts for the year ended December 31, 2015. Where NOTE:
appropriate, show the closing entries to the trading account or the profit and loss account.
Balance c/d (5% of $19,800 = $9,900)
i. Sales account
Profit and loss A/c is (Balancing figure) $9,900 - $3,720 = $6,180
ii. Total debtors account (Sales ledger control account)
iii. Bad debts account
b) Matching principle
iv. Provision for doubtful debts account
This principle is adhered when providing for doubtful debts, so that a certain amount of expected
expense is matched against the current revenues, instead of waiting till bad debts are known in the
b) Identify and explain the relevance of TWO accounting concepts or principles that must be
future period.
followed when setting a provision for doubtful debts.

REASONING PRINCIPLE OF CONSERVATISM

This concept is use of cautious accounting practices and understating the profits rather than
[>1] Cash sales
overstating. All expected losses are reported, even though not all expected gains are.
[>2] Discount given to customers
[>3] Debts that are irrecoverable.
Follow us as we trend towards doing a comprehensive coverage of the key areas of the syllabus.

Roxanne Wright teaches at Immaculate Academy. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

PREVIOUS LESSON: THEORY OF DOUBLE-ENTRY NEXT LESSON: SOLE TRADER AND ITS ADJUSTMENT (PART 2)

YOUTHLINK MAGAZINE | FEBRUARY 14-20, 2017 11

 yl:biology
MONACIA WILLIAMS

Animal variety
Contributor

ELLO, STUDENTS. How are you this week? I am hoping

H that you are well in both mind and body, bearing in mind
always that this period of seemingly endless work shall
soon pass! Remember, also, that the final outcome will depend on
how you use the time now.
This week, as we continue our lessons, we will be taking
another quick look at the variety of animals that you might
encounter on a nature walk. There are millions of plants and
animals in the world; these organisms show differences in their
appearances, their habitat and their behaviour. The existence of
these many plants and animals in a particular area is known as its
biodiversity. Plants and animals can be put into groups based on
certain features that they have in common. Scientists have worked
hard to identify organisms, to put them into groups and to give
each of them a scientific name. Why do animals and plants need
scientific names? In many instances, the common name for an
organism varies from territory to territory and from language to
language. If you were in Jamaica and asked for ackee (Blighia
sapida), you would be given a red fruit with yellow arils. However,
if you were to do so in Barbados, you would be given a fruit the
Jamaicans call guinep (Melicoccus bijugatus). Hence, the
scientific name provides a common language which, when used,
prevents confusion. It is very important to know the scientific
names of organisms in order to correctly identify them.
This naming of organisms and the placing of them in groups is
known as classification. The group that has the largest number of
organisms is called kingdom, and as we have already learnt from
a previous lesson, the number of organisms in each category
decreases as one goes down the classification tree, the group with
the smallest number of organisms being the species. Do you
remember the other subdivisions as we go from kingdom to
species? Of course you do; these are phylum (division in plants),
class, order, family and genus.
Did you know that the Caribbean is a hotbed of biodiversity?
Oh yes, it is! The Caribbean is one of the two most important
areas in the world for terrestrial molluscs, and the largest butterfly
in the Western Hemisphere, the giant swallowtail, is found in
Jamaica. You would expect then that as you go on your nature
walks, there will be many plants and animals to see, how are you
going to identify them? Jamie Dornan and Dakota Johnson return as Christian Grey and Anastasia Steele in Fifty Shades Darker.
The most common animals that you will see will most likely be
invertebrates of which insects will form the majority. How are you Other invertebrate organisms that you might see are the
going to know that the animal is an insect? What are the molluscs, many of which have hard shells and a muscular foot; a
characteristics of insects that will help you to identify those that common example is the snail. You will also see spiders; spiders
you might see? are arachnids and one way that they differ from insects is that they
The bodies of insects are divided into three main parts: the have four pairs of legs (were you able to identify them in figure 1).
head, the thorax and the abdomen. They have a pair of antennae Lizards, which are reptiles, will also be seen. Reptiles are
on the top of their heads; also on the head is a pair of compound vertebrates which have scales and dry skin; they are cold-blooded
eyes. They have six legs. Many insects have two pairs of wings; in and many of them lay eggs. Many of these organisms do not
some, for example beetles, one pair is hardened and forms a readily expose themselves, so you will have to look carefully.
cover for the other pair. The diagram below shows some Remember to return all organisms to their natural habitat.
invertebrates. All but two are insects. Based on the characteristics Go and enjoy your walk! See you next week!
given, can you separate those two from the insects? Can you Monacia Williams is an independent contributor. Send questions and
identify the beetles? & comments to kerry-ann.hepburn@gleanerjm.com

PREVIOUS LESSON: GENETIC ENGINEERING NEXT LESSON: STUDYING THE ENVIRONMENT

12 YOUTHLINK MAGAZINE | FEBRUARY 14-20, 2017


Legal aspects of a business 2: Contracts
YVONNE HARVEY
Contributor
ELL, HELLO there. Its me again. How
W are you all? Last week we looked at
offer and defined acceptance. This
week, the focus is on some important detail
regarding the acceptance and other elements of
a valid contract.
You will remember that acceptance was
defined as a response of a favourable nature
without qualifications. The acceptance is in
response to the offer. The offeree must willingly
receive or agree with the offer as stated or
implied by the offeror. If one changes the offer,
this is not a genuine acceptance, but is a
COUNTER-OFFER. For example, A offers to sell
B his motor car for $550,000. B replies that the
amount is too much and he would only be
willing to pay $500,000. The reply is a counter-
offer, not an acceptance.
Acceptance must be made in the way desired
by the offeror. If he desires it by bearer, then it
must be sent by bearer. If, however, the offeror
does not state the mode of acceptance, the
offeree should use the fastest means possible. If
the post or telegram is used, it is seen as
effective from the date of posting or of sending
the telegram. If acceptance is by telephone or
telex, it is only seen as acceptance if it is heard
correctly, i.e., transmission must be clear.
Silence cannot be seen as acceptance. For
example, P wrote to D on February 2, offering to
buy a horse for $5,000 and adding, If I hear no
more about it, I consider the horse mine at that
price. D did not reply. The horse was sold to a
third party on February 25. In this situation,
there was no contract between P and D, since
silence is not consent.
Now let us move on to another element of the
valid contract.
CONSIDERATION
This refers to anything of value that passes in
exchange between the parties to a contract. It is
regarded as the price for which the parties
secure the legal obligations of others. It may be
money paid, goods or services, an act or
promise to do or not to do something.
PREVIOUS LESSON: CONTRACTS
Houston Rockets guard Eric Gordon (left) drives against Atlanta Hawks
forward DeAndre Bembry during the first half of an NBA basketball game on
Thursday in Houston.
Consideration must be on both sides; i.e., there
must be the givers consideration and the
receivers consideration.
CONSIDERATION MAY BE:
(a) Executed, i.e., the price is already paid.
(b) Executory, i.e., the price promised by one
party to the other, but not yet paid.
THE RULES OF CONSIDERATION ARE:
1. It must be real. This means that it must be
well defined, have certain value, and be
transferable.
2. It must be possible. Consideration that is
not possible is no consideration at all.
3. It must move from the contract. This means
that it should arise as a result of the present
contract.
YOUTHLINK MAGAZINE | FEBRUARY 14-20, 2017
yl:principles of business
some exceptions to the general rule. These are
following question:
4. It does not have to be adequate or
considered to be enough.
5. It should not be passed. This means that it
should not be from a passed contract.
6. It must be legal. This means that the courts
will not allow a promise to sue where the
consideration is immoral or contrary to the rule
of the law.
Now let us move on to a third element.
INTENTION TO CREATE LEGAL RELATIONS
For a contract to be legal, the parties must
intend that their agreement is to be legally
binding. If they do not have this intention, they
may have a simple agreement and not a
contract.
CAPACITY
This refers to the eligibility of the person to
NEXT LESSON: CONTRACTS - PART 3
enter the contract. As a general rule, all human
beings have full capacity. However, there are
in the case of:
 Minors children under the age of
consent
Those under the influence of alcohol or
drugs
 Insane persons
 Aliens during times of war
 Prisoners
LEGALITY OF PURPOSE
The contract must not be for an illegal
purpose or be contrary to the law, for example, a
contract to commit a crime or civil wrong. A
contract involving a field of ganja would not be
valid in Jamaica at this time, since ganja has not
been legalised in Jamaica.
Now consider last weeks lesson and the
lesson for this week. Use both to answer the
(a) Define the term contract. (2 marks)
(b) What differentiates a contract from an
agreement? (2 marks)
(c) (i) What is meant by invitation to treat or
trade? (2 marks)
(ii) Give TWO instances of invitation to treat
or trade. (2 marks)
(d) Explain the terms offer and acceptance of
offer. (2 marks)
(e) Give an example of a counter-offer.
(2marks)
(f) Discuss TWO important points regarding
acceptance. (4 marks)
(g) State TWO rules governing acceptance.
(2 marks)
(h) Explain the term capacity as used in the
law of contracts. ( 2 marks)
Total marks: 20
Next week, my intention is to complete the
elements of a valid contract and then go on to
termination and breach of contract. The types of
contract will also be considered.
So then, see you next week.
Yvonne Harvey is an independent contributor. Send
questions and comments to
kerry-ann.hepburn@gleanerjm.com
13
 yl:information technology
 Characters Any single character in the ASCII set (a single character such as a letter of the

Program design alphabet or punctuation), for example, A, @, $, etc.

 String A collection of characters such as a word, phrase or sentence, for example, Natalee.
 Literals are a special class of data type, and they cover those values that are fixed (even if only
temporarily). For example, consider the following output statement:
NATALEE A. JOHNSON
Contributor Print Please enter your name. The words shown in quotation would be considered an example of
a literal string value.
OOD DAY, students. This is lesson 18 in our series of lessons. In this weeks lesson, we will

G continue to look at program-solving and program design.

ALGORITHMS
An algorithm is a sequence of precise instructions or steps used for solving a problem in a finite
amount of time.
Before we continue looking at program design, here are the solutions to the defining diagram The properties of an algorithm are:
questions given in the previous lesson. 1. It must be precise (exact).
Question 1 2. It must be unambiguous (in other words, it must be clear).
3. It must give the correct solution in all cases.
4. An algorithm must terminate or eventually end.

INPUT PROCESSING OUTPUT

THE ALGORITHMIC STRUCTURE
Unit_Cost 1. Read unit_cost and quantity of Every algorithm should have the following sections, in the stated order:
item Header: Algorithms name or title
Quantity Declaration: A brief description of the algorithm and variables used. That is, a statement of the
2. Find the total_cost of the item purpose as well as declaration of the variables.
by multiplying the unit_cost Total_Cost Body: Sequence of steps
times the quantity. Terminator: An end statement

3. Print Total_Cost THE ALGORITHMIC LANGUAGE

When writing algorithms, the language gradually progresses from English towards a notation that
resembles that of a programming language. An intermediate notation called pseudocode is
commonly used to express algorithms. A pseudocode is an imitation of a computer program written
using mathematical notations and English-like statements to describe the logics to solve a problem
Question 2 or carry out a procedure. The pseudocode is used as a guide to code the solution to the problem in a
high level language.
INPUT PROCESSING OUTPUT

PARTS OF A PSEUDOCODE ALGORITHM

1. Get number A pseudocode algorithm contains one or more of the following statements:
Square  Input statements
2. Calculate the square of the number by  Assignment statements
multiplying the number by itself.  Output statements
A single number
 Control statements (sequence, selection, repetition)
3. Output the square of the number.
DOs AND DONTs WHEN WRITING PSEUDOCODE
You should do the following:
In the previous lesson, we started looking at how problems are solved on the computer, and there 1. Use the assignment symbol (?) in assignment statements instead of the equal sign.
are certain key terms you will need to know. We had already examined the terms variable and 2. Use the equal sign for conditional statements (if statements).
constant. 3. Use meaningful variable names.
Now Let us pick up where we left off. 4. Use indentation to show the logic and scope of control structures.

DATA TYPES: YOU SHOULD NOT:

Variables typically store values of a given type. There are several data types, but we will be  Use language-specific constructs such as case, switch statements or for loops in the pseudo-
focusing primarily on the following data types: Integers, floating point (real), characters and strings. code. Constructs such as while, repeat and if-then-else are sufficiently general and can, therefore, be
 Integers Used to store whole numbers (whether negative or positive), for example, 5,-10, etc. used in the pseudocode. Keywords such as readln, writeln, printf, scanf should not be used. These
 Floating point/Real Used to store real or fractional numbers, for example, 3.1, 22/7, etc. are used for high-level languages. CONTINUED ON PAGE 24

PREVIOUS LESSON: PROBLEM-SOLVING AND PROGRAM DESIGN NEXT LESSON: PSUEDOCODE ALGORITHMS

14 YOUTHLINK MAGAZINE | FEBRUARY 14-20, 2017


Water
FRANCINE TAYLOR-CAMPBELL
Contributor
YOU SHOULD BE ABLE TO:
 Relate the unique properties of water to its functions in
living systems.
 Discuss the consequences of the solvent properties of water.
 Describe the methods used in the treatment of water for
domestic purposes.
Water is the most abundant substance on Earth, making up
about 70% of its surface.
 Water is colourless, odourless and tasteless.
 Water freezes at 0C and boils at 100C.
 It is a polar molecule with a high-specific heat capacity.
These properties cause water to exhibit some unique behaviour.
Solid water (ice) is less dense than the liquid, so it floats on top
of the water. In areas such as ponds and lakes that freeze in the
winter, organisms can still survive at the bottom, as the waters
freeze from the top to the bottom.
The high-specific heat capacity of water means that large
amounts of energy are needed to raise the temperature by 1C.
Organisms that depend on water will, therefore, exist in a stable
environment as the waters temperature remains relatively
constant.
Polarity of water means that it has unusually stronger bonds
than other simple covalent molecules. This results in higher-than-
expected boiling and melting points.
By far, the most important use of water is as a solvent. Since
water is polar, it can dissolve both ionic and other polar covalent
compounds. It is used in many chemical processes to generate
steam and also as a coolant.
Water is cycled through nature in the water cycle. Water in
seas, lakes and rivers is heated by the sun and converted to water
vapour (evaporation). Plants also lose water vapour through their
leaves (transpiration), while animals breathe out water vapour
during respiration. The vapour rises and forms and condenses
around particles in the air, forming clouds made from tiny water
droplets. The droplets get bigger and eventually become too
heavy and fall as rain, hail or snow. This is called precipitation.
Rain flows overland, passes through the soil as groundwater and
returns to the sea to start the process all over.
HARD WATER
When magnesium and calcium ions dissolve in water, they
cause the water to become hard. These ions enter the water when
slightly acidic rainwater or river water containing carbonic acid
(H2CO3) flows over rocks containing calcium or magnesium salts.
Examples of these rocks are limestone (calcium carbonate),
PREVIOUS LESSON: LABORATORY PREPARATION OF GASES
The Sleeping Beauty shows at Palace Cineplex on Sunday, February 19.
gypsum (calcium sulphate) and dolomite (calcium/magnesium
carbonate).
MgCO3 (s) + H2CO3 (aq) = Mg2+ (aq) + 2HCO3- (aq)
CaCO3 (s) + H2CO3 (aq) = Ca2+ + 2HCO3- (aq)
Water that contains Ca2+, Mg2+ and HCO3- ions is said to be
temporary hard water. When boiled, the calcium and hydrogen
carbonate ions can react to form insoluble calcium carbonate,
which can then be removed from the water. This is usually seen as
limescale in kettles and hot water pipes.
Ca2+ + 2HCO3- (aq) (heat) = CaCO3 (s) + H2O (l) + CO2 (g)
Water that contains other calcium compounds such as calcium
sulphate from gypsum is said to be permanent hard water. The
sulphate ions (SO42-) cannot be removed by boiling. Permanent
hardness can be removed by using washing soda (Na2CO3), which
reacts with the calcium ions to form insoluble calcium carbonate.
Ca2+ (aq) + CO3-2 (aq) = CaCO3 (s) insoluble calcium carbonate
This is an example of a precipitation reaction.
Another way to remove permanent hardness is the use of ion-
exchange columns containing resins with sodium (Na+) or
hydrogen (H+) ions. The calcium ions are replaced in the hard
water by sodium or hydrogen ions. Calcium ions remain stuck in
the resin.
In distillation, the water evaporates leaving the dissolved ions
behind. The vapour is condensed and collected as pure water.
NEXT LESSON: IDENTIFICATION OF IONS AND GASES
YOUTHLINK MAGAZINE | FEBRUARY 14-20, 2017
yl:chemistry
WATER TREATMENT
To obtain clean, potable water, many dissolved substances and
micro-organisms must be removed. This involves a series of
steps.
1. Aeration water is stirred to allow oxygen to mix into it. Iron
(III) ions are removed in this way as they precipitate as iron (III)
hydroxide.
2. Sedimentation large particles are allowed to settle out in
sedimentation tanks. Tiny particles that cannot settle out (clay) are
removed by reacting with aluminium sulphate. The Al3+ ions react
with the clay particles by coagulating the clay; that is, they form
clumps which settle out of the water. The sludge at the bottom of
the tanks is collected and dumped.
3. Filtration the water is passed through beds of sand and
gravel to remove all solid particles. Adding carbon slurry helps to
get rid of substances that can give the water an unpleasant odour
or taste.
4. Chlorination chlorine is added to kill bacteria in the water.
Ozone or UV light can also be used. To remove excess chlorine,
sulphur dioxide is added to get rid of the chlorine smell and taste.
Additions Fluoride can be added to the water to prevent teeth
from decay. The pH of the water may also be adjusted to 7 before
it reaches the tap as chlorine is acidic
REVIEW:
1. How is hard water formed?
2. Differentiate between temporary and permanent hardness.
3. How can the hardness in water be removed?
4. Explain how water is treated to make it safe for drinking?
5. Describe two unique properties of water.
Francine Taylor-Campbell is an independent contributor. Send questions and
comments to kerry-ann.hepburn@gleanerjm.com
15

Natural systems
JUDITH HENRY
Contributor
MASS MOVEMENT
Focus Questions:
1. What is mass movement?
2. What is the cause of mass movement?
3. What are the results of mass movement?
MASS MOVEMENT, OFTEN CALLED MASS WASTING:
 Is the movement of surface material caused by gravity.
 Is the downslope movement of a mass of surface materials,
such as soil, rock or mud.
WHERE DOES MASS MOVEMENT OCCUR?
 Along hillsides and mountains due to the influence of
gravity and it can happen very slowly or very quickly.
Mass movement can occur due to a variety of reasons.
 The most basic reason is the angle of repose or slope of the
hillside.
 On steep angle, gravity will pull the material downwards,
causing a mass movement.
 The angle of repose can also influence how fast the material
will move.
 Earthquakes are also a common cause of mass movement.
 As the ground shakes due to the energy released during the
earthquake, portions of the hillside or mountain can come loose
and move downslope.
 Lack of vegetation can also contribute to mass movement.
 When vegetation is removed, that anchor it had is lost and
soil can be easily dislodged.
 An overabundance of water will also make the soil very
mobile.
 Water lubricates the soil and contributes additional weight.
Soil is heavier when it gets wet.
 Geology also plays an important role.
 It depends on the rock type present, the dip of the rock
layers, or the structural nature of the area.
 Vibrations from machinery, traffic, weight loading from
accumulation of snow; stockpiling of rock or ore; from waste piles
and from buildings and other structures.
The ultimate control of mass movement is gravity. Without the
help of gravity, there would be no downward movement
regardless of the cause.
Mass movements can be divided into four main classes.
FALLS
Fall or topple happens when rocks and other sediments fall
through the air and land at the bottom of a slope.
PREVIOUS LESSON: ORGANIC WEATHERING
16
yl:geography
It is made worse by freeze-thaw action that loosen the rock.
The rock that is very vulnerable to this type of mass wasting is
bare, well-jointed rock.
This is so mainly because water enters the joint, freezes and
expands, cracking the rock.
A scree slope of fallen rock is formed at the bottom of the cliff.
SLIDES
Slide happens when a section of soil or rock suddenly gives
way and moves down a slope.
CREEPS
These are very slow mass movements that go on for years or
even centuries. One cant see creep happening, but leaning fences
and poles, and broken retaining walls show where it has taken
place.
FLOWS
Flows are a mixture of water, rock and sediment that move very
quickly. MUDFLOW
This is flow of water that contains large amounts of suspended
particles and silt.
It has a higher density and viscosity than a streamflow and can
deposit only the coarsest part of its load; this causes irreversible
sediment entrainment.
Its high viscosity will not allow it to flow as far as a water flow.
This type of mass wasting occurs on steep slopes where
vegetation is not sufficient to prevent rapid erosion, but can occur
on gentle slopes if other conditions are met.
Other factors are heavy precipitation in short periods and an
easily erodible source material. Mudflows can be generated in any
climatic regime but are most common in arid and semi-arid areas.
They may rush down a mountainside at speeds as great as 100
km (60 miles) per hour and can cause great damage to life and
property
examples of Mass Movement.
THE TYPES DEPEND ON THE FOLLOWING:
 Rate of movement rapid or slow
 Type of movement falling, sliding or flowing
 Type of material involved rock, soil or debris
LANDSLIP OR LANDSLIDE
THE TYPES ARE:
 Rockfall These are very rapid kinds of movement and occur when a
 Mudflow large mass of soil or rock falls suddenly. Landslides usually occur
 Landslip on steep slopes such
 Soil creep
Rockfall is the rapid, free fall of rock from a steep cliff face,
because of the action of gravity. CONTINUED ON PAGE 24
NEXT LESSON: LIMESTONE
YOUTHLINK MAGAZINE | FEBRUARY 14-20, 2017

The Haitian Revolution
DEBBION HYMAN
Contributor
A. THE FRENCH Revolution was a
contributing success as its principles of
individual liberty and freedom of expression,
equality before the law and security of property
were applicable to all social groups in St
Domingue. In addition, the natural rights of man
and of the citizen were viewed as sacred and
inalienable. Free mixed-race and slaves in St
Domingue wanted equality, as was given to the
higher classes in France. The French Revolution
had an ideological influence Liberty, Equality,
and Fraternity.
B. The grand blancs supported the revolution
in France to the extent that it ensured they had
greater power in running the colony and
freedom of trade. They eventually gained control
of the assembly in 1790 and excluded the
mulattoes from participation.
C. The power wielded by the grand blancs
would end, as it was crushed by the small
whites and the colonial authorities. The grand
blancs would soon turn their rage on the
mulattoes who had offered the other whites
assistance in their defeat.
D. The mulatto revolt was led by Vincent Og.
The mulattoes sought to gain rights (such as the
right to vote) that were being refused by St
Domingues Colonial Assembly. The number of
fighters Og had at his disposal was quite
limited and, as a result, he ended his fighting
and fled to Santo Domingo. [He would be sent
back to St Domingue, where he was executed].
E. The ensuing conflict between the mulattoes
and the whites gave the enslaved Africans an
opportunity to fight for their freedom. The revolt
began under the leadership of Boukman. After
the death of Boukman, Franois, Biassou and
later Toussaint LOuverture continued the revolt.
F. Toussaint entered into an alliance with the
French to defeat the Spanish and the British.
Toussaint was seen as a superb strategist and
tactician as he continuously defeated enemies
(French, British, Spaniards, coloureds),
although outnumbered and outgunned. He
PREVIOUS LESSON: MEASURES USED TO CONTROL ENSLAVED AFRICANS
Jamaica Teachers Association President Howard Isaacs (right) presents the Adolph Cameron Trophy to the jubilant members
of the St James team after they trounced Manchester 26-21 in the Jamaica Teachers Association netball finals at Brooks Park
in Mandeville recently.
served as a unifying force as he succeeded in
creating a disciplined and efficient army out of a
mob of slaves. Blacks were bound to Toussaint
by loyalty, discipline and respect. He was also a
good judge of ability as he proved competent in
choosing lieutenants. Toussaint recognised the
abilities of Dessalines and Christophe and could
delegate responsibility. He was also an
opportunist, as he changed sides when
necessary. For example, desertion of Spanish in
1794 when the English looked dangerous, and
breaking with France in 1801 when Napoleons
imperial ambitions were putting an end to the
gains made under the revolutionary Jacobins.
G. Toussaint formed an alliance with the
Spanish and was able to gain control over the
entire north of St Domingue, except for Le Cap.
H. The British who were fearful of the spread
of slave rebellion and French radicalism invaded
St Domingue in 1793. By the end of the year,
two-thirds of the colony was either in Spanish or
British hands. Toussaint would later end his
alliance with Spain.
EFFECTS OF THE REVOLUTION
IMMEDIATE IMPACT ON HAITI
Emancipation of the populace Haiti became
the first free black/coloured state in the
YOUTHLINK MAGAZINE | FEBRUARY 14-20, 2017
Caribbean. It became a magnet and refuge for
other emancipators and revolutionaries, for
example, Alexandre Ptions aid to Simon
Bolivar, 1816.
ECONOMIC DEVASTATION
1) Division of lands sugar plantations
divided up into coffee and ground food
smallholdings. It proved socially advantageous
but was economically disastrous, as the main
production crop was impacted. For instance,
sugar production fell from 163 million lbs in
1791 to 1.8 million lbs in 1818.
2) Significant damage to farmlands The
conflict resulted in severe damage to dams and
the countrys immigration system. This had the
resultant effect of damaging agricultural lands.
LONG-TERM IMPACT ON HAITI
1) Devastation of local economy The
economy never again returned to its pre-1791
prosperity. The economy was not only affected
by problems within the agricultural sector, but
also external factors. The French and the
Americans instituted a ban on commercial trade
with the new republic. Additionally, France
outlined that it would have to receive
compensation for French enslavers who lost
property during the revolution. It was only at this
NEXT LESSON: ENSLAVED AFRICANS AND MAJOR REVOLTS
yl:history
point that they (France) would recognise Haitis
independence. By 1825, Haiti completed
negotiations with France to pay a compensation
package of 150 million francs an act that
stifled the young republic economically.
2) Political instability The revolution made
every Haitian a politician and legitimised
usurpation and force. After 1818, instability and
dictatorship marked Haitis history.
IMMEDIATE IMPACT
ON THE CARIBBEAN
1) Sympathetic revolts The revolution
inspired sympathetic revolts in Jamaica
(Maroons), St Vincent (Black Caribs), and
Grenada (Fdon) in 1795.
2) Rise in sugar prices Following the loss
of St Domingue sugar production, the British
Caribbean prospered temporarily.
3) Emigrs expertise The planters of St
Domingue fled to Jamaica, Cuba and Puerto
Rico. They brought their expertise in coffee
production, for instance to islands such as
Jamaica.
4) Santo Domingo/Dominican Republic
After suffering various military invasions during
the Haitian Revolution, Santo Domingo declared
CONTINUED ON PAGE 24
17
 yl:english language
MELISSA MCKENZIE

Paragraph writing
Contributor

ELCOME TO another lesson, students. I

W hope you have been coming up with

strategies you can use to help you
through the rest of the semester. This week, we
will focus on paragraph writing. At this stage of
your preparation for the English A examination,
the ability to create paragraphs should be
something most of you have mastered. However,
some essays and stories that have been
produced in CSEC examinations indicate that
revising this skill is important.
Below, I have outlined key information that
you should bear in mind about structuring
paragraphs as you write extended pieces.
WHAT IS A PARAGRAPH?
A paragraph comprises a group of sentences,
but these sentences are usually organised
around a central topic. One thing you must
remember when writing a paragraph is to focus
on one idea.
ELEMENTS OF A PARAGRAPH
When you are writing paragraphs, remember
that they must contain the following elements:
1. UNITY This means that the paragraph
should focus on developing one main idea. In
an essay, there is usually a topic sentence (the
first sentence of the paragraph) and it is the
point asserted in this sentence that will be
developed with the use of appropriate
supporting details. Therefore, if the topic
sentence reads: Homeless people cause AP PHOTO
business owners to lose customers, then the New England Patriots wide receiver Chris Hogan (left) runs from Pittsburgh Steelers cornerbacks Ross Cockrell (centre)
paragraph should focus on discussing that point and William Gay after catching a pass during the second half of the AFC championship NFL football game in Foxborough.
only. In a short story, unity can either refer to a Hogan had a franchise-record performance in the AFC title game.
paragraph focusing on events in a particular
place or at a specific time OR maintaining a your paragraphs must be clear and Always bear these elements in mind as you  When you switch to a different time (in a
general narrative/plot direction. understandable. A paragraph is considered compose your paragraphs and you should story).
coherent if language is used effectively and produce better extended pieces.  When a new person begins to speak.
2. ORDER The sentences in your transitional expressions effectively bridge  When you want to create dramatic effect.
HOW TO CREATE NEW PARAGRAPHS
paragraphs must be organised effectively. sentences and paragraphs.
Paragraphs can be chronological, based on a Paragraphs generally provide readers with a Next week, we will begin to focus on
step-by-step process, developed using the 4. COMPLETENESS This means that a break from long stretches of information and summary writing. Here are some letters to
classification principle or according to the order paragraph is welldeveloped. If all sentences also give a clue about key changes in an unscramble until then.
of importance of ideas. When paragraphs are clearly and adequately support the main idea, extended piece. Knowing how to create FIBER, XCTETAR, OEICNCS, ASHPAREPRA,
arranged in a particular order, they allow readers then your paragraph is complete. If there are not paragraphs is a skill that comes with practice. SDNCOENE
to gain meaning without feeling confused. enough sentences or enough information to Here are some tips to consider when moving
prove your thesis, then the paragraph is from one paragraph to the next. Quote of the Week
NOTE: It is particularly important that you pay incomplete. In an essay, a complete paragraph
WRITE A NEW PARAGRAPH: Practice makes perfect.
attention to how paragraphs are organised, consists of a topic sentence, at least three
because this will assist you greatly in summary supporting details and a concluding sentence. In  When you start a new topic/point (in an
writing. a story, a complete paragraph usually deals with essay).
Melissa McKenzie teaches at Old Harbour High School.
what happens in a particular place or at a  When you move to a new place (in a Send questions and comments to
3. COHERENCE This simply means that specific time. story). kerry-ann.hepburn@gleanerjm.com

PREVIOUS LESSON: WRITING THE RIGHT WAY NEXT LESSON: SUMMARY WRITING

18 YOUTHLINK MAGAZINE | FEBRUARY 14-20, 2017

 yl:english literature

Things Fall Apart (Part 5)

BERYL CLARKE
Contributor

Turning and turning in the widening gyre

The falcon cannot hear the falconer;
Things fall apart; the center cannot hold;
Mere anarchy is loosed upon the world.
W.B. Yeats, The Second Coming

TUDENTS, I hope you are all in a good

S mood as you get ready to answer a few

questions on this text. By now, of course,
you know the meanings of: gyre, falcon, falconer
and anarchy. Long ago some persons, usually
the very wealthy in England, reared and trained
or just trained falcons/hawks to hunt for them.
The falcons were carried on a perch attached to
the owners wrist and would be released when
prey was sighted. The hawk would launch itself
into the air and, at tremendous speed, would
dive down on whatever it was hunting. It would
return to its rest/perch on the wrist after the kill.

Now, if it went so far that it could not hear the

recall whistle, then the link between
master/mistress and bird might be broken, and
who knows what would follow. Trained falcons
were not used to living in the wild and having to
fend for or protect themselves. That broken link
is what the speaker in the poem is afraid will
lead to the breaking down of civilization.

I would like you to work on the following
during this week.
1. How would you describe the relationship
between Okonkwo and his father?
2. Can you justify Nwoyes decision to
become a Christian?
3. Are there aspects of the Ibo society that you
find attractive? Identify and discuss them.
4. How appropriate do you find the title of this
book?
5. Outline the religion practised in Umuofia.
6. Do your remember the role of the drum in
the story? Say what it is.
7. Recount the role Ikemefuna plays in this
book.
8. What practices, if any, in this society make
you disgusted?
Portmore United players celebrate with goalscorer Maalique Foster (centre) during their Red Stripe Premier League
encounter against Arnett Gardens at the Spanish Town Prison Oval recently.
9. What, beside teaching about Christ, did the evidenced by Ekwefis action when Chielo took against selfish greed and ones ability to outwit
whites bring? Ezinma to see the Oracle. the enemy, but may be seen as foreshadowing
10. Did circumstances doom Okonkwo? the coming of the whites. Didnt they take away
I am sure you have noticed that there are no the traditions, the unity and the independence of
There are several female characters in our schools among these people. The oral tradition Umuofia? Okonkwos stories would have
story and through them we learn some facts is evident, as it passes on not just stories to reflected the value he placed on masculinity,
about their culture. If we use Okonkwos wives entertain, but to teach morals and values. leadership, money, and bravery.
as examples, we can draw certain conclusions, Ikemefuna had a fund of stories with which he
including the following: delighted the children in the compound where Well stop here to for this week. I would like
 They lived in a peaceful manner with their he lived. His stories were not known to them you to begin with the work set out above. Do not
short-change yourself by doing it poorly or not
fellow wives before and this tells us that each village, while
at all. You will be the better for doing these.
 In times of difficulty they supported each forming a group, had certain individual
other, for example, they tried to protect each characteristics. Ekwefi told entertaining stories; I Beryl Clarke is an independent contributor. Send
other from Okonkwos anger suppose all the mothers did. The story about the questions and comments to
 A woman could be fearless, as is greedy tortoise did not only teach the lessons kerry-ann.hepburn@gleanerjm.com

PREVIOUS LESSON: ESSAYS IN LITERATURE NEXT LESSON: A CONTEMPLATION UPON FLOWERS

YOUTHLINK MAGAZINE | FEBRUARY 14-20, 2017 19

 yl:office administration

The human resources office

HYACINTH TUGMAN his/her new environment within the shortest possible time, and provides information on the
Contributor following:
 The structure of the organisation
HE HUMAN resources office is the centre of the organization which works closely with other  Policies

T departments within the enterprise.  Services

 Wages and salaries
 Working hours
The functions of the human resources office include the following:  Benefit plans
 Recruiting employees.  Training opportunities
 Orienting and training new employees.  Appraisal system
 Determining how to compensate employees.
 Providing incentives and benefits. The newly hired employee will be asked to submit:
 Settling complaints and grievances.  National Insurance number (NIS)
 Disciplinary procedures.  Tax Registration Number (TRN)
 Appraising performance.  Medical record
 References
RECRUITMENT AND SELECTION OF NEW EMPLOYEES
INDUCTION
RECRUITMENT Advertising post Shortlisting Interviewing Testing Selecting
The induction programme is planned by the department, during which the new employee will
actually commence work so that the employee can adjust to his new job as quickly as possible.
EMPLOYMENT Letter of contract Promotion Transfer Layoff Dismissal
During the induction programme, the employee is provided with information on:
 Responsibilities of the job
TRAINING Induction Orientation In-house Special programmes for individuals
 Specific duties
 The department in which he/she will be employed
EVALUATION Performance/Appraisal Reports
 Facilities available
 Promotional opportunities
WELFARE Pension schemes Superannuation schemes Insurance Canteen
 Operation of basic equipment

The aim of this training is to familiarise the employee with the important aspects of the job and
The recruitment of employees can be done either internally or externally. Internal sources consist safety precautions to follow.
of employee referral and promotions from within, whereas external sources are more varied and
consist of unsolicited applications, advertising, employment agencies, the grapevine and electronic TRAINING
media.
Organising training programmes is an essential feature of the work of the human resources
department. The programme may be an in-house one that is done by selected staff, or it may be one
THE SELECTION PROCESS USUALLY INVOLVES: in which persons from outside the organisation are recruited to undertake the training programme.
a) processing of applications. The period of training depends upon the complexity of the training involved.
b) shortlisting (selection of an approved number of applicants for interviewing).
c) interviewing (by one or more persons). Training is beneficial to both the employer and the employee. Some of the benefits of training
d) testing (if necessary). include:
e) notifying successful applicants by telephone and a follow-up letter.  Better understanding of the organisation and its goals.
 Improved performance and morale.
A contract of employment is prepared for the successful applicant. It sets out the terms and  Improved problem-solving techniques.
conditions of employment, and so a personal file should be prepared with the following records  Introduction of ideas which can save time and money.
application letter/form, letter of appointment, contract of employment, performance evaluation,
periods of absences/vacation/sick leave, medical certificates, record of transfers/promotion, copies EVALUATION OF EMPLOYEES
of certificates/transcripts, reference/testimonials, and rsum.
In evaluating an employee, the following factors are considered:
 Scholastic background
ORIENTATION  Attendance/punctuality
Orientation is usually undertaken by the human resources office to help the employee adjust to  Job knowledge
CONTINUED ON PAGE 24

PREVIOUS LESSON: ARRANGING BUSINESS TRAVEL NEXT LESSON: THE HUMAN RESOURCES OFFICE - PART 2

20 YOUTHLINK MAGAZINE | FEBRUARY 14-20, 2017

 yl:mathematics
CLEMENT RADCLIFFE m = Increase in the y coordinates

Graphs
Contributor Increase in the x coordinates
E COMPLETED, last week, the review of algebra. Much

W time was spent on this and I do recommend mastery in

all areas. Again, I am urging you to proceed to study with
systematic and ongoing practice. Let us now continue the review
Given that the two points are represented by A (x1 , y1), and B
(x2, y2), then the formula is:
m = y2 - y1
of graphs. x2 - x1
 The value of x for which h(x) is a minimum.
 The equation of the axis of symmetry. EXAMPLE
GRAPHS Find the gradient m of the line joining the points A (2 , 4) , B (3 , 5).
We will now complete the review of graphs with an illustration Since m = y2 - y1 , substituting
SOLUTION
of the concepts which we reviewed. x2 - x1
1. Given the graph of the function f(x) = 2x2 - 9x - 5, solve: y = 4x2 8x 1 m = 5 - 4 = 1 = 1. Please be sure to substitute in the correct order.
ii) 2x2 - 9x - 5 = 0 x 2 1 0 1 2 3 4 3- 2 1
iii) 2x2 - 10x - 7 = 0 Answer : m = 1.
Please explain your method. y 31 11 1 5 1 11 31
INTERCEPT
SOLUTION This is the y: coordinate of the point where the line cuts the y
y = 2x2 - 9x - 5 GRAPH 2 axis; that is the point (o , y). This y value is denoted as c.
 The minimum value is - 5
x 1 0 1 2 3 4 5 6  The minimum value is at x = 1 The following is a plot of the points A and B on the Cartesian
 The equation of the axis of symmetry is: x = 1. plane, which will illustrate the concepts.
y 6 5 12 15 14 9 0 13
We will now begin to review coordinate geometry by DIAGRAM 1
considering straight lines on the Cartesian plane with respect to:
y=x+2 MIDPOINT
EXPLORING THE FOLLOWING Given the points A(x1, y1) & B( x2, y2), then the mid-point is
x 0 1 2
ASPECTS OF A STRAIGHT LINE: equal distance from A and B. This point is denoted by M and from
the diagram, the coordinates of the midpoint are:
y 2 3 4  Gradient
 Intercept
M = x2 + x1, y2 + y1
 Midpoint
2 2
 Length
GRAPH 1  Equation
From the graph: EXAMPLE:
(ii) If 2x2 - 9x - 5 = 0 Then x = - 1 Or 5 (Points where the curve Again, let me remind you of the importance of the theory of Find the coordinates of M, midpoint of AB.
cuts the x axis). graphs, as it is very important to this topic.
(iii) If 2x2 - 10x - 7 = 0 Then you reorganise this equation so Using the coordinates of A and B given above,
that the expression, The Cartesian plane consists of the perpendicular x and y axes.
2x2 - 9x - 5 is on one side, that is Reminders: M=2+3,4+5
2x2 - 10x - 7 = 2x2 - 9x - x -5 - 2 = 0 (- 10x = - 9x - x and - 7 =  The axes must be properly labelled. 2 2
-5 - 2)  Appropriate scales should be accurately used.
2x2 - 9x - x -5 - 2 = 2x2 - 9x - 5 - x - 2 = 0  If the scales, with respect to the axes, are given, then they Answer: 5 , 9
2x2 - 9x - 5 = x + 2 must be used as given. 2 2
 The axes usually cross at the point (0 , 0).
The solution of the equation 2x2 - 10x - 7 = 0 is the same as  The coordinates of a point are always expressed in the form: In review: Given the points A(x1 , y1) and B(x2 , y2), then
that of the equation (x , y). finding the gradient and midpoint involves substituting into the
2x2 - 9x - 5 = x + 2  Points are usually named with capital letters, for example, appropriate formula. This is illustrated as follows:
P(x , y).
By plotting the line y = x + 2, and read off the coordinates of the  Three points are required to draw a straight line. A ruler
points of intersection with the curve, then: MUST ALWAYS be used to join the points. EXAMPLE
Given the points A(6 , -3) and B( - 4 , 1), find:
x = - 0.6 Or 5.7 (i) the gradient of AB (ii) the midpoint of AB
GRADIENT
2
2. Given that h(x) = 4x - 8x - 1 The gradient of a line is a measure of its slope.
By plotting the function h(x), find : The value is denoted by m and given two points on the slope, it CONTINUED ON PAGE 24
 Its minimum value. is defined as:

PREVIOUS LESSON: ALGEBRA NEXT LESSON: LENGTH OF A STRAIGHT LINE

YOUTHLINK MAGAZINE | FEBRUARY 14-20, 2017 21


Caribbean arts and popular culture
JASON MCINTOSH
Contributor
GOAL:
For students to evaluate the ways in which the
arts and popular culture impact Caribbean
society.
OBJECTIVES:
1. Define Caribbean art forms.
2. Describe the variety of Caribbean art forms,
including visual arts, popular music, festivals
and culinary arts.
3. Explain how Caribbean art forms inform the
culture of the region.
CARIBBEAN ART FORMS
The Caribbeans shared historical experience
places the region in a position where there is
shared cultural forms ranging from music,
dance, culinary practices, etc. Caribbean art
forms, however, are not easily defined.
Caribbean authors have referred to the concept
as a contested one, as art forms in the
Caribbean can range from traditional paintings,
sculptures and performances to those that are
considered to be more contemporary, such as
popular music, dance and festivals; while some
theorist believe that Caribbean art forms fall
between traditional and popular (contemporary)
practice. Even though this is an unsettled
debate, it is important to realise that expressions
of culture within the diaspora and the Caribbean
continues to be an important element that
creates a distinction that marks a Caribbean
identity which is necessary for human and
cultural development in the region.
MUSIC AND DANCE
The shared historical experience in the
Caribbean has created variety in the various
music and dances of the region in which people
participate. It is obvious that the different groups
brought their cultural practices, and through a
syncretic process of borrowing and mixing
elements, a distinct musical form and genre has
emerged. As for the Africans who came here
from various tribes, their influence is still in our
music. For example, the musical and dance
22
yl:caribbean studies
other countries, however, carnival is slated to
begin on August 1, when the slaves in British
colonies received Emancipation. It is important
to note that carnival, which is celebrated across
the Caribbean, is done for various reasons. For
instance, Crop Over, which has been celebrated
in Barbados from the 18th century to now,
observes the sugar cane harvest.
All carnival celebrations in the Caribbean
have the same characteristics. They involve a
street festival with a massive crowd, costumed
revellers, music (steelpan or brass pan); the
songs played are normally soca, calypso or a
local variant. Before the big road march, the
carnival season is quite active with a number of
shows and competitions, such as Soca King and
Eli di Viner Elliot , popular vlogger, takes a selfie with (from left, front row) Ashli Queen of Carnival and JOuvert.
Bailey, student of the Lister Mair Gilby High School; Empress Golding,media
personality; Jhnell Brown, a student of Mona High School. In the back row are ARTISANAL CRAFT
(from left) Cavel Beckles, student of Jamaica College; Troy Cockings, director of The Caribbean Artisan Network was
the FLOW Foundation; and Dr Sara Lawrence, who participated in FLOWS implemented to offer expertise in many different
Safer Internet Day activity, on Tuesday, February 7. The day was commemorated
artisanal work. Annually, they host a festival
globally under the theme Be the Change, Unite for a Better Internet.
called the Caribbean Arts and Craft Festivals,
forms that can be found in the Anglophone and culture to form a distinct version of dances. where the regions artisans get a chance to
non-Anglophone Caribbean include: Dances that were creolized include some showcase their best craft items. It must be noted
 Junkanoo, mento, ska, rock steady, European dances like quadrille, mazurka, polka, that artisanal craft is an important area of
reggae, roots, reggae, lovers rock, dance hall contredanse and waltz. On plantations, some of popular culture, because the crafts made by the
these dances, in particular quadrille, were
(Jamaica) craftsmen are instrumental in forming the
 Marumba, breakdown, punta (Belize) adopted and creolised as a form of resistance to Caribbean identity.
 Soca (Trinidad and Tobago, Barbados and European domination. Other examples of dances
St Lucia) done in the Caribbean are:
CULINARY ARTS
 Tumba, ritni kinbina (Curacao)  Folk dances such as limbo in Trinidad,
 Reggaetn (Puerto Rico) Goombay in Bermuda and cakewalk in Grenada. The culinary competence of the Caribbean
 Meringue, beguine (Martinique,  Indigenous ceremonial dances - Mari mari people showcases the creative nature of the
Guadeloupe) in Guyana. regions most valuable resources. Foods eaten
 Spiritual dances that are associated with in Europe, Africa, India, China and those eaten
It is important to note that it was during the religious practices, such as kumina in Jamaica. in the pre-Columbian epoch have all influenced
colonial era that the steel band was developed; it  Popular dance forms calypso, soca, ska Caribbean food to this date. It is important to
is still used as a popular musical form in the or punta. note that each groups of people has distinct
region and among the diaspora. The United ways of preparing meals, but just as how music
States has also made an influence on the region FESTIVALS and dance have been syncretised, food in the
through recorded music. These influences Caribbean has experienced the mixing of
Caribbean countries celebrate many different
include, for example, rap music. different elements from the groups of people that
festivals; one such festival is carnival. Carnival
did not originate in the Caribbean, though it has settled in the Caribbean. In most cases, created
DANCE been transferred to a Creole environment. dishes are characterised by the various spices
Caribbean music is often associated with Carnival is no longer only held in the Caribbean, and methods of preparations, therefore creating
dance, and this can be expressed from among but in the diaspora in North America and a unique Caribbean cuisine.
the normal man on the street to those who are Europe. In countries where there is a
highly skilled and trained choreographers. Like pronounced influence of the Roman Catholic Jason McIntosh teaches at The Queens School. Send
music, dance in the Caribbean has undergone Church, carnival is usually celebrated on the questions and comments to
its fair share of mixing elements of various Monday and Tuesday before Ash Wednesday. In kerry-ann.hepburn@gleanerjm.com
YOUTHLINK MAGAZINE | FEBRUARY 14-20, 2017

TRUDI MORRISON REID
Contributor
E CONTINUE our exploration of
W research this week by focusing on
some methods of collecting data.
In determining what method one will use to
collect the data one needs, one needs first to be
aware of the type of research one is undertaking.
It would also be useful to consider the type of
data needed to suit the purpose of the research.
Research can be categorised as being qualitative
or quantitative. Some research employ a
combination of the two. Let us look at a description
of each, as outlined by Harold McDermott in
CAPE: Communication Studies (2013).
QUANTITATIVE RESEARCH
 Focuses on that which can be counted,
measured and quantified.
 Describes data collected and makes
predictions based on the data.
 Uses a representative and large sample.
 Is used as the basis for forming a
hypothesis.
 Is usually criticised for weakness in
methodology.
 Has findings which are analysed using a
deductive method.
 Is statistical in nature.
 Has findings which are recorded using
narrative language.
QUALITATIVE RESEARCH
 Focuses on what may be inferred and
deduced from behaviour observed.
 Makes interpretation based on the data
collected.
 Uses a smaller but informative sample.
 Is used as the basis for evaluation.
 Is usually criticised for weakness in
interpretation of findings.
 Has findings which are analysed using an
inductive method.
 Is theoretical in nature.
 Has findings which are recorded using
technical and scientific language.
As you can see, both have their strengths and
weaknesses, and the purpose of the research
will help guide you on which is more
appropriate. If your research is more concerned
about numbers, for example, the number of
students who take public transportation to
school, then a quantitative approach to research
would be best. If, however, you are concerned
about why they chose the mode of transport they
use, or how they feel about the mode of
transportation that they use, then a more
Research (Part 3)
A soldier from the Jamaica Defence Force raises the flag while these Girl Guides stand at attention.
qualitative approach would be better. For many
studies, however, a combination of the two is
useful as it will capture the quantifiable data as
well as data regarding persons perceptions,
attitudes and feelings on the phenomenon being
explored.
QUALITATIVE DATA
COLLECTION METHODS
The most common methods of collecting
qualitative data are:
1. IN-DEPTH INTERVIEWS
These tend to be open-ended and sometimes
have several follow-up sessions. They can take
the form of an informal, conversational
interview, a semi-structured interview or a
standard open-ended interview.
2.OBSERVATIONS
These involve gathering first-hand
information from within the target population.
They can be participant or overt observation (the
researcher becomes a part of the group being
observed) or they can take the form of direct or
covert observation (for example, an undercover
police operation).
3. DOCUMENT REVIEWS
Documents such as diaries, journals,
historical documents and literature reviews can
be used to provide background information and
generate ideas and questions which can guide
the research. They can also provide excellent
primary data.
YOUTHLINK MAGAZINE | FEBRUARY 14-20, 2017
yl:communication studies
4. ATTITUDE OR SENTIMENT SCALES
These are used to measure the attitudes or
opinions of persons on an issue (such as is
used to determine how the customer service is
rated in a fast-food store).
5. QUESTIONNAIRES
These can be administered face to face, via
the telephone, or online. Open-ended questions
may be included as well as some follow-up
questions.
QUANTITATIVE DATA
COLLECTION METHODS
The most common methods of collecting
qualitative data are:
1.INTERVIEWS
Unlike with the qualitative approach, there is
less flexibility with the interview schedule. This
is a standard set of questions which must be
asked.
2. OBSERVATIONS
Observations are done of specific and
quantifiable data. The researcher could set out to
the number of persons who order a cooked meal
at the schools canteen.
3. SURVEYS
Surveys can include questionnaires (with
closed-ended questions), brief interviews, or
structured interviews, as above. Surveys can be
administered face to face, online, via the
telephone, or through the mail.
4. EXPERIMENTS
These are used especially to test cause-and-
effect relationships.
It is important to know the advantages and
disadvantages of each. Next week, we will take a
look at those. Until then, try this past-paper
question:
A group of geography students at Ibis High
School is conducting research on river pollution
in their community. They plan to use a
questionnaire and two other methods of data
collection to gather information for their
research.
1. Identify two other methods that the
students could use to collect data.
2. State two ways in which the questionnaire
could be administered.
3. Name two sources from which the group
could collect data for the research.
4. Identify one source from which the group
could collect background information on the
research.
5. (a) Suggest two errors that the group could
make that could affect the validity of the
research.
(b) Explain how each error could affect the
validity of the research.
I must advise you to read widely as the topic
of research is a wide one and we will only be
able to discuss some of the areas in this series.
Trudi Morrison Reid teaches at The Queens School. Send
questions and comments to
kerry-ann.hepburn@gleanerjm.com
23

CONTINUED FROM PAGE 16
as in mountainous areas, on cliffs, or
when man has artificially steepened
slopes, for example, in road or rail
cuttings (housing developments).
Landslides may be caused because
a steep slope is undercut by the sea or
a river so that it falls due to gravity.
Earthquakes or volcanic disturbances
may loosen rocks and start a
landslide. Man-made steepening both
undercuts the slopes and sets up
vibrations, which may loosen rocks or
soil. In many instances, however,
landslides are caused by the
lubricating action of rainwater.
Water may collect in joints or
bedding planes in rocks so that one
layer slides over another, especially in
areas of tilted strata. Slumping is
particularly common where permeable
debris or rock layers overlie
impermeable strata such as clay.
Water sinking through the permeable
material is halted by the clay. The
damp clay provides a smooth,
slippery surface over which the upper
layers easily slide. Man often
enhances the possibility of landslides
by clearing natural vegetation for
agriculture or housing. Removal of the
plant cover allows more water to
penetrate the soils and rocks.
Extensive landslides, whether natural
or man-induced, can have disastrous
consequences, for example, burying
villages, railway lines, or people.
SOIL CREEP
This is a slow, gradual but
continuous movement of soil down
hill slopes. The movement is not very
noticeable, especially when the slope
is gentle, or when the soil is well
covered with grass or other
vegetation. The rate of movement can
be less than 1cm/yr, and can be
detected only by observations taken
over months or years. When
conditions are right, soil creep can
take place along nearly horizontal
slopes.
Soil creep is most common in
damp soils where the water acts as a
lubricant so that individual soil
particles move over each other and
over the underlying rock. It is also
found where trampling by animals
grazing on the slopes set up
vibrations, which loosen the soil and
cause it to move. The surface of the
soil may crack, producing a series of
small ledges or steps called
terracottas.
Though the movement is slow and
cannot be readily seen in action, the
gradual movement tilts trees, fences,
posts, etc, which are rooted in the
soil. The soil is also seen to
accumulate at the foot of the slope or
behind obstacles such as walls, which
may eventually be burst by the weight
of the soil above.
Although soil creep does take place
in year-round warm climates, the
yl:geography
process is very active where the soil
freezes and thaws during part of the
year. During the winter, the
temperature may rise above and fall
below freezing once a day. When there
is moisture in the soil, each freeze-
thaw cycle moves soil particles a
minute amount downhill.
NB: The general term debris flow
is used for mass wasting, in which
motion is taking place throughout the
moving mass (flow). The common
varieties include earthflow, mudflow
and debris avalanche.
Judith Henry teaches at Ardenne High
School.Send questions and comments to
kerry-ann.hepburn@gleanerjm.com

yl: social studies yl: office administration

CONTINUED FROM PAGE 20  Initiative Be good and see you.
CONTINUED FROM PAGE 10  Attitude  Adaptability Hyacinth Tugman is an independent
separates the head of states ceremonial and official duties from party politics.  Quantity and quality of work  decision-making ability contributor. Send questions and
comments to
 A constitutional monarchy also provides stability, continuity and a national performance Evaluation techniques may vary
kerry-ann.hepburn@gleanerjm.com
focus. This is possible as the head of state remains the same, even as governments  Reliability in different organisations.
change.
In a constitutional monarchy, the sovereign must, therefore, remain politically
neutral. On almost all matters, the sovereign acts on the advice of the prime minister yl: mathematics yl: history yl: it
and his advisers. However, the sovereign retains an important political role as head of
state, formally appointing prime ministers, approving certain legislation and CONTINUED FROM PAGE
CONTINUE FROM PAGE 21 CONTINUED FROM PAGE 17 14
bestowing honours. The sovereign has other official roles to play, such as head of the Jean Pierre Boyer, in 1822. The
armed forces. SOLUTION  Use variable names
period of Haitian rule (1822-1844)
(i) Gradient of AB = m = y2 - y1 with a space ex., net income
was marked by a harsh, anti-
Substituting the co-ordinates (instead, use an underscore
REPUBLICANISM Spanish and anti-white policy. The
x2 - x1 ex., net_income) and
Republicanism is the ideology embraced by members of a republic a state in period also witnessed continued
m = 1 - -3 = 1 + 3 = -4. starting a variable name with
which supreme power is held by the people and their elected representatives, and economic decline even though there
-4 - 6 - 10 10 a symbol or number (this is
which has an elected or nominated president. In this form of government, leaders are had been attempts to redevelop the
m = -2 not allowed).
cattle ranching and sugar sectors.
elected for a specific period.
5  Attempt to write Pascal
Trinidad and Tobago is a republic with a two-party system and a bicameral The end result was a continued
code before writing the
parliamentary system based on the Westminster system. The head of state of Trinidad white exodus, further reducing
(ii) The midpoint of AB = algorithm. That is, do not
and Tobago is the president. The head of government is the prime minister. The Santo Domingos meagre population
M = x2 + x1, y2 + y1 Substituting execute the program first
president is elected by an electoral college consisting of the full membership of both (half that of Haiti) and the creation
2 2 and then try to write the
houses of parliament. The prime minister is elected from the results of a general of a largely mulatto populace.
M = 6 - 4 , -3 + 1 = 2 , - 2 algorithm afterwards, based
election which takes place every five years. The president is required to appoint the on the program code. This is
2 2 2 2
leader of the party who, in his opinion, has the most support of the members of the LONG-TERM EFFECTS ON a very bad practice and is,
M =(1 , -1 )
House of Representatives to this post. This has generally been the leader of the party THE CARIBBEAN essentially, a waste of time.
which won the most seats in the election. HOMEWORK
Black inspiration The
(1) Given the points A (2 , - 3) and successful outcome of the We have come to the end
ACTIVITIES B( 4 , - 5), find the values of: revolution and the prowess of its of this lesson. See you next
(a) m( Gradient) black heroes (particularly Toussaint) week when will continue to
a. Identify the various forms of government systems in the Caribbean region.
(b) M( Midpoint) provided downtrodden enslaved look at psuedocode
b. Differentiate between an executive president and a titular president.
(2) Given the points X ( 1 , 0) and Africans elsewhere in the Caribbean algorithms. Remember, if
c. Outline the differences and similarities between a republic and a constitutional
Y (- 2 , a ), if the gradient is 2/3, find with pride and hope that they too you fail to prepare, you
monarchy.
a. could end, in their respective prepare to fail.
d. Suggest TWO reasons why we need to know about the types of government
systems practised in the Caribbean. territories, the system of chattel
Have a good week. Natalee Johnson teaches at
slavery.
Ardenne High School. Send
Maureen Campbell teaches at St Hughs High School. Send questions and comments to questions and comments to
Clement Radcliffe is an independent Debbion Hyman is an independent
kerry-ann.hepburn@gleanerjm.com kerry-ann.hepburn-
contributor. Send questions and comments contributor. Send questions and comments
to kerry-ann.hepburn@gleanerjm.com @gleanerjm.com
to kerry-ann.hepburn@gleanerjm.com

24 YOUTHLINK MAGAZINE | FEBRUARY 14-20, 2017