yl:history
DEBBION HYMAN
Contributor
OBJECTIVES:
AT THE end of the lesson, you should be able to:
1. List three territories which had an active
peasantry.
2. Describe three factors that facilitated the
development of a Caribbean peasant
population and the growth of the free village
movement in the Caribbean to the end of the
19th century.
The development of
the peasantry:
1838 to 1900
One of the defining tenets of the British
Caribbean peasantry was the ability of the
people to control the land that they used and the
time and labour they employed on that land. As
a consequence of this requirement, the
peasantry in the Caribbean began after 1838
with the freed people who moved off the estates
and who established their own smallholdings of
an average size of about two acres. The reasons
for the setting up of the peasantry are many but,
at root, they all reflect the freed people’s desire
to move off the plantations which had been their
place of abuse and to seek out lives for
themselves which they controlled.
Additionally, by being skilled agriculturalists,
the move to an agriculturally based subsistence
lifestyle was one that gave them comfort. The
development of the peasantry in the British
Caribbean, in terms of its growth and in terms of
the ability of the freed people to engage in it,
was, however, limited by the unavailability of
land. Hence, the peasantry developed only in a
few of the territories such as Jamaica, Trinidad,
the Windwards and British Guiana. These places
had available land which could have been
utilised for peasant production by the freed
people.
From the outset, one notes that the growth of
the peasantry was not in keeping with the aim of
the plantation. This was because both activities
/
JERMAINE BARNABY PHOTOGRAPHER
R. Danny Williams (right) has words of advice to a group of students at Jamaica
College before they selected their career of choice during the launch of the R
Danny Williams Career Week at the Jamaica College Auditorium on Monday,
February 29.
competed for the labour of the freed people. In
this context, therefore, one can understand that
although the peasants did, in fact, often work on
the plantations as part-time wage earners, in
general, however, their orientation was in
opposition to the plantation. This occurred
because they were always looking for more land
to expand the peasantry and, by so doing,
making their labour less available to the estates.
Thus, the two main inputs of the plantation, land
and labour, were the two main inputs also
required by the peasantry.
With no surprise, therefore, we learn that the
plantocracy often pursued policies to hamper the
growth of the peasantry and keep its labour tied
to the estates. These policies included strategies
like raising the price of landholdings to make it
too expensive for the peasants (peasants often
paid £20 per acre of land which could be raised
to as much as £200 per acre), as well as to
pursue strategies that would lead the peasants
into a form of debt peonage. The effectiveness of
these policies was, however, limited by the
planters’ own indebtness and their own need to
secure labour through the offering of incentives
to the peasant labour force.
The peasantry was a mixed one and the
peasants pursued a number of economic
activities which were not all tied to their own
plots of cultivated land. To this end, they fished
and carried on shopkeeping and huckstering, in
addition to part-time jobs on the estates. Their
land use differed from that of the plantation and
resulted in the setting up of smallholdings and
villages away from the plantation. Indeed, in
British Guiana, for example, by 1852 peasant
smallholdings were valued at over £1 million
and numbered about 11,000, while in Jamaica,
the smallholdings, under 50 acres had grown to
50,000.
Historians studying the development of the
Caribbean peasantry have identified three stages
in its growth. First, a period of establishment
which lasted from 1838 up until 1850-60;
second, a period of consolidation which
followed on and lasted until 1900 and, third, a
period of saturation which lasted from 1900 to
the present. During these phases, the peasantry
established itself as a force for change in the
Caribbean and also demonstrated that it, too,
was a changing force. As such, the size of the
smallholding increased over time (especially in
order to remain as viable units) as the focus
changed to cash crops to the export market. One
realises, therefore, that the peasantry was always
a dynamic force that experienced different
phases in its development.
CONTINUED ON PAGE 22
YOUTHLINK MAGAZINE | MARCH 15-21, 2016
11
yl:english language
MELISSA MCKENZIE
Contributor
I
N LAST week’s lesson, we began our focus
on Section D of the English A paper. Did you
rearrange the given sentences to form a
paragraph? Let’s see how you did.
Every year during the Easter season, carnival
revellers are seen on the street gyrating their
sweaty, barely covered bodies. This should not
be. Carnival is a waste of time and money for
varying reasons. For one, it causes people to
spend money they need; two, it encourages
promiscuity and, three, it exposes children to
sexually suggestive moves. All these reasons
highlight how unnecessary carnival is in the
society.
Was your paragraph arranged in this
manner? If so, good going! Writing an
introductory paragraph does not have to be an
overwhelming task. All you need are the
following:
- a hook
- a thesis statement
- a summary of the three supporting points
Practice makes perfect, so as you prepare for
the English A examination, make use of every
opportunity to write essays.
Now, once you have gotten the introduction
out of the way, you need to focus on
developing your points effectively in the body.
Oftentimes, the following weaknesses are noted
in students’ scripts:
- poorly developed points.
- repetition of ideas – this means that two
paragraphs are focusing on a similar point.
- begging the question – this involves
circular reasoning and this is where you
expect the reader to accept the point without
providing real evidence and by saying the
same thing by using different words or
expressions.
- Example: Students who do not follow
school rules do not know how to control
their behaviour. Most of these students are
undisciplined. This is why school rules
should not be abolished.
- grammatically flawed sentences.
Key words to remember when approaching
the body are ‘develop’ and ‘support’. Each point
you assert must be developed and supported in
a meaningful way. Do not be sparing in the
12
Writing
persuasively
information that you present. The body you
present determines your overall mark to a great
extent.
Again, you are reminded to pay attention to
current affairs as CXC usually uses the essay
items to test your awareness of what is
happening around you.
Each body paragraph should have the
following elements:
- a topic sentence
- supporting details
- persuasive techniques
Below is an example of a paragraph that is
weak in its development. It is based on the
essay topic: ‘Using drugs is fine as long as it is
used in the privacy of one’s home’. This person
is in disagreement.
Example: Using drugs in the privacy of the
home can cause destruction to the family. It
only takes one drug abuser in a family to wreck
the family by the things they do. This is why
drugs should not be used even in a person’s
home.
While the person has a topic sentence, the
rest of the paragraph does not sufficiently
elaborate the point of drug use in the home
being destructive to the family. It is lacking in
specific details. For example: How can the use
of drugs cause destruction to the family? This
needs to be shown through the use of the
relevant supporting details. Take note of the
improved paragraph.
Improved paragraph: Drug use in the privacy
of one’s home can result in the destruction of
families. If a member of the family is using
drugs such as marijuana or cocaine, he or she
will start to behave differently. Research shows
that drug users often start to lie or steal to
maintain their habit. Also, they may no longer
show interest in their jobs or interact with the
family. This behaviour will meet the
disapproval of family members who will
express their concerns. The drug user usually
does not appreciate this, thus, resulting in
quarrels that can become violent. Resentment
and distance would result as communication
lines would be severely damaged. Separation
or divorce would be an inevitable consequence
of all this.
Do you notice the difference? Please model
this in your own essays.
Another important part of developing the
body paragraph is the inclusion of persuasive
techniques. The most common techniques that
are used in CXC type essays are:
- expert opinion
- statistics
- rhetorical questions
- emotive language
- reference to well-known newspapers or
texts
- anecdotes
Below, I have given you an example of a
body paragraph that incorporates persuasive
techniques.
Example: Additionally, bleaching is
extremely damaging to the skin. This practice
removes the melanin which exposes the person
to the harsh rays of the sun. Prominent
dermatologist Dr Neil Persadsingh has
asserted that skin bleaching is hazardous to
one’s health. Apart from exposing us to the
damaging effects of the sun, he states that
those who use bleaching cream can absorb the
steroids in these products, which can lead to
diabetes or high blood pressure. It would be
foolish to continue bleaching one’s skin in light
of how destructive it has proven to be.
YOUTHLINK MAGAZINE | MARCH 15-21, 2016
Persuasive Techniques: Use of
expert/authority figure and use of evidence
Revise the persuasive techniques that you
have covered in these lessons as well as at
school. Their presence in your essays assist in
adding weight to the points you seek to assert
as the examiner will see that you are attempting
to give your stance validity.
Once you have finished developing your
points in the body, the conclusion is the final
step. Remember, your conclusion has the
following elements:
- a restatement of your overall stance
- a reassertion of your supporting points
I will conclude our focus on Section D by
providing you with a sample essay. Please pay
attention to how it is organised and how each
point is developed.
The essay question is sourced from the May
2012 paper.
QUESTION
Speaker A: The Government should cut
subjects like music and visual arts from the
curriculum to save money in these hard
economic times.
Speaker B: No way! I think the government
should find other ways to solve economic
problems.
Write an essay supporting the views of either
speaker A or speaker B.
The essay below is in support of speaker B.
Turbulent economic times in Jamaica have
resulted in inflation, unemployment and a
sliding dollar. As a result, different
recommendations have been put forward and
amongst them has been the suggestion to cut
music and visual arts from the curriculum in
order to assist the Government in solving
economic problems. Whilst Jamaica may be
experiencing economic challenges, cutting
music and visual arts from the curriculum is
not the right way to go about tackling these
difficulties. For one, there are students who do
better in these subjects than the traditional
ones; two, accessing these subjects will enable
students to pursue careers in these areas and,
three, there are other ways the Government can
address our economic problems by cutting
unnecessary spending.
CONTINUED ON PAGE 22
yl:principles of accounts
Incomplete
records
ROXANNE WRIGHT
[w2]
Capital = Assets less liabilities:
Ψ
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ϲϴϰϬϬ
ϭϰϳϮϬϬ
ϱϭϮϬϬ
ϵϲϬϬϬ
&ŝdžĞĚƐƐĞƚƐ
ƵƌƌĞŶƚƐƐĞƚƐ
>ĞƐƐ͗ ƵƌƌĞŶƚ>ŝĂďŝůŝƚŝĞƐ
ĂƉŝƚĂů
[w3]
Work backwards, i.e., fill up all the figures you know and compute net profit from:
Total assets- Liabilities + Drawings = Capital at beginning
= $160,800 - ( $8,000 + $8,6000) + $48,000 - $96,000
= $51,600
[w4]
Capital at end = Assets at end - Liability at end
= ($74,800 + 86,000) - ($8,000 + $53,200)
= $99,600
Contributor
WORKED EXAMPLE:
On January 1, 2012, Jolly Mary financial position was:
&ŝdžĞĚƐƐĞƚƐ
ƵƌƌĞŶƚƐƐĞƚƐ
ƵƌƌĞŶƚ>ŝĂďŝůŝƚŝĞƐ
SOLUTION:
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ϳϴϴϬϬ
ϲϴϰϬϬ
ϮϱϲϬϬ
1.
Jolly Mary
Balance sheet as at December 3͕1, 2012
There were no long-term liabilities.
Additional information:
i. During the year 2012, he bought fixed assets for $9,200 and borrowed $8,000 repayable in
2013. [>1]
ii. At the end of the year, his current assets were $86,000 and current liabilities $53,200.
iii. He had taken drawings of $48,000 during 2012 and his fixed assets had depreciated by
$13,200.
Ψ
&ŝdžĞĚƐƐĞƚƐ΀ǁхϭ΁
ƵƌƌĞŶƚƐƐĞƚƐ
Ψ
ϳϰϴϬϬ ĂƉŝƚĂůĂƚďĞŐŝŶŶŝŶŐ΀ǁхϮ΁
ϴϲϬϬϬ ĚĚ͗ EĞƚ WƌŽĨŝƚ ΀ǁхϯ΁
>ĞƐƐ͗ƌĂǁŝŶŐƐ
ĂƉŝƚĂůĂƚĞŶĚ΀ǁхϰ΁
ϵϲϬϬϬ
ϱϭϲϬϬ
ϭϰϳϲϬϬ
ϰϴϬϬϬ
ϵϵϲϬϬ
>ŽŶŐͲdĞƌŵͲ>ŝĂďŝůŝƚŝĞƐ
ϴϬϬϬ
ͺͺͺͺͺͺͺͺͺ ƵƌƌĞŶƚ>ŝĂďŝůŝƚŝĞƐ
ϭϲϬϴϬϬ
1. Draw up a statement, which may be in balance sheet form, to show the net profit for 2012.
[>2]
ϱϯϮϬϬ
ϭϲϬϴϬϬ
Jolly Mary
Statement to compute net profit for the year 2012
2. Calculate as at December 31, 2012 for Jolly Mary:
a. Working capital
b. Capital owned
c. Capital employed
Ψ
REASONING:
[>1]
Loan is repayable in 10 years’ time; making it a long-term liability.
[>2]
Formula:
Net profit = Capital at end - Capital at beginning + Drawings.
Where capital = Assets - Liabilities.
ϳϰϴϬϬ
ϴϲϬϬϬ
>ĞƐƐ͗ >ŽŶŐͲdĞƌŵͲ >ŝĂďŝůŝƚŝĞƐ
ƵƌƌĞŶƚ>ŝĂďŝůŝƚŝĞƐ
ĂƉŝƚĂůĂƚĞŶĚŽĨLJĞĂƌ
>ĞƐƐĂƉŝƚĂůĂƚ ďĞŐŝŶŶŝŶŐŽĨ LJĞĂƌ ΀ǁхϮ΁
ϴϬϬϬ
ϱϯϮϬϬ
ĚĚ͗ ƌĂǁŝŶŐƐ
EĞƚ ƉƌŽĨŝƚ
2.
a.
WORKINGS:
Ψ
&ŝdžĞĚƐƐĞƚƐ΀ǁхϭ΁
ƵƌƌĞŶƚƐƐĞƚƐ
ϭϲϬϴϬϬ
ϲϭϮϬϬ
ϵϵϲϬϬ
ϵϲϬϬϬ
ϯϲϬϬ
ϰϴϬϬϬ
ϱϭϲϬϬ
Working capital = Current assets - current liabilities
= $86,000 - $53,200
= $32,800
[w1]
&ŝdžĞĚƐƐĞƚƐ
b.
Capital owned = Total assets - total liabilities
= 160,800 - $61,200
= $99,600
c.
Total capital employed = Total assets - current liabilities
= $160,800 -$53,200
= $107,600
Ψ
ĂůĂŶĐĞ Ăƚ ďĞŐŝŶŶŝŶŐ
ĚĚWƵƌĐŚĂƐĞƐ
>ĞƐƐĞƉƌĞĐŝĂƚŝŽŶ
ϳϴϴϬϬ
ϵϮϬϬ
ϴϴϬϬϬ
ϭϯϮϬϬ
ϳϰϴϬϬ
Roxanne Wright teaches at Immaculate Academy. Send questions and comments to
[email protected]
YOUTHLINK MAGAZINE | MARCH 15-21, 2016
13
yl:biology
MONACIA WILLIAMS
Contributor
I
N OUR last lesson, a brief mention was
made of the menstrual cycle when the uterus
was discussed (Don’t remember? Read the
lesson again!). This week, we are going to look
at the cycle in detail but, before we begin, how
are you? Are you coping with the ‘huge’ volume
of work that you are expected to carry out? If
you are, congratulations, you are a good and
focused planner. If you are not, then you need
to take a break and refocus while creating a
management plan!
Before we look at the menstrual cycle, we
need to mention puberty.
The menstrual
cycle
FIGURE 1
MENSTRUAL CYCLE
Puberty is defined as the time between
childhood and adulthood. It also marks the
onset of process of sexual maturing. One
change that happens is that girls begin to have
periods. During a period, the lining of the
uterus (endometrium) breaks down and a small
amount of blood and cells pass out of the
vagina. This process is known as
menstruation. The average age of puberty in
girls is 12 to 13 years and in boys it is 13-15.
Can you believe that in the 1800s the average
age of puberty in girls was 16?
The first monthly menstruation is called
menarche; girls with a high muscle-to-fat ratio
may have delayed menarche. Girls who had
early menarche, but who crash diet and lose a
lot of weight, can have their menstrual cycle
stop for a period of time.
THE MENSTRUAL CYCLE
As the name suggests, it is a cycle; the end
of one is the beginning of another. It is not a
calendar cycle; it does not necessarily begin at
the start of a calendar month and stop at the
end of that month.
The average length of the cycle is 28
days.
The length varies from 24 to 35 days.
Ovulation releases the egg from the
ovary. This takes place once within a cycle.
The cycle is controlled by hormones.
EVENTS OF THE CYCLE
As soon as one period finishes, a new
egg begins to develop in the ovary. It develops
in a sac that contains fluid. This sac is known
as a follicle.
A hormone that is made in the pituitary
14
starts the cycle. This hormone is known as the
follicle stimulating hormone or FSH.
As the follicle gets bigger, it moves to the
edge of the ovary.
The development follicle secretes the
hormone, oestrogen.
Oestrogen enables the lining of the
uterus (endometrium) to become thick and
spongy and stops any other egg from
developing by stopping the pituitary from
secreting FSH.
When the follicle is fully developed,
ovulation takes place, i.e., the follicle releases
its egg/ovum into the Fallopian tube.
If fertilization takes place, the fertilised
egg is implanted in the thick lining of the
uterus wall and the woman is pregnant.
If fertilization does not occur, the egg
dies and passes out through the vagina.
The secretion of oestrogen stops.
The corpus luteum (yellow body) forms
from the remains of the follicle. This is due to
the secretion of another hormone by the
pituitary. This time the hormone is luteinizing
hormone or LH.
The corpus luteum begins to secrete
progesterone.
Progesterone keeps the uterus lining
thick and spongy and well supplied with blood
vessels.
If the egg is not fertilised, the corpus
luteum gradually degenerates and the secretion
of progesterone stops.
Menstruation also stops.
PREGNANCY
If the egg is fertilised, the corpus
luteum/yellow body does not degenerate
immediately.
YOUTHLINK MAGAZINE | MARCH 15-21, 2016
The corpus luteum continues to secrete
progesterone until the fertilised egg/embryo
becomes embedded in the wall of the uterus.
A placenta develops.
The placenta takes over the secretion of
progesterone.
Progesterone prevents menstruation by
maintaining the lining of the uterus.
Hence, menstruation does not (should
not) happen during pregnancy.
Wow! So many hormones at play, so many
to learn! Start now, nuh! Good luck!
See you next week!
Monacia Williams is an independent contributor. Send
questions and comments to
[email protected]
yl:office administration
Factory/works
control office
HYACINTH TUGMAN
Contributor
T
HE PURPOSE of the factory office is to coordinate the
activities of the production process to allow for maximum
efficiency and to make quality products in the required
quantities. The size of the factory office is generally determined
by the manufacturing or production activities that take place in a
company. In a large company, there is usually a production
department, managed by a production manager who oversees:
Manufacturing of articles.
Organisation and management of the factory.
Factory and production planning.
Dispatch and transportation.
Stock room.
Maintenance of good office services.
RELATIONSHIPS OF THE FACTORY OFICE WITH
OTHER DEPARTMENTS
SALES DEPARTMENT
It is important for the factory office to maintain a close
relationship with the sales office so that when orders are made,
the sales department will check carefully and present to the
accountant for clearing (or verification and credit worthiness).
Sales invoices are then prepared, after which copies are sent to
the dispatch and transport section of the factory office for
processing.
PURCHASING DEPARTMENT
It is the responsibility of the purchasing department to obtain
tools and materials for the factory. Therefore, the factory office
clerk should be in constant dialogue with the purchasing
department, reporting on the status of these. If the factory
experiences difficulty in obtaining constant supplies of raw
materials from its suppliers, the ‘progress chasing’ clerks work
diligently with the purchasing department to locate the materials
or to find suitable substitutes. The aim is to keep the production
line going, thus ensuring the customer of continued supplies of
the commodity.
orientation and induction of workers, as well as their welfare and
ongoing training.
FUNCTIONS OF THE FACTORY OFFICE
1. ORGANISATION OF PRODUCTION ACTIVITIES
The major function of the factory office is the organisation of
production activities. This is because the office brings together
production principles and processes, production staff,
production procedures, production materials, machinery and
tools, company policies and objectives, as well as statutory
rules and regulations in the creation of articles for consumption.
The office, therefore, has responsibility for:
a. planning and supervising all types of manufacturing.
b. maintaining suitable procedures for the control of
production.
c. maintaining an appropriate level of discipline in the factory.
d. maintaining the factory, including power supply, plant,
equipment, machinery, tools and buildings.
e. maintaining an excellent transportation system.
f. suggesting ways in which improvements can be made.
2. IMPLEMENTATION
Never too early to make the right choice. Maria
Morrison (left), chief operating officer at First
Heritage Co-operative Credit Union (FHC), guides
siblings 16-year-old Akelia (right) and 10-year-old
Anaya Donaldson in selecting the Y.O.U.T.H Plan
from FHC’s new Life Charter. The Y.O.U.T.H
(Young Ones United in Thrifty Habits) savings plan
is perfect for savers up to 16 years old and is a part
of the recently launched FHC’s Life Charter, which
guides members in selecting the ideal combination
of financial products and services for the different
stages of their lives.
items produced must be carefully stocked away until they are
ready to be dispatched to various customers. Raw materials, too,
need to be stocked in sufficient quantities so that the production
process is not jeopardised.
ACCOUNTS DEPARTMENT
The accounting department must be involved in the
estimating, costing and general budgeting activities for goods
production. A factory office clerk must, in some cases, record
factory workers’ hours of regular and overtime work and pass
the information on to the accounts department for payment to be
prepared.
Production planning is just one major function of
manufacturing goods. Implementation requires the control of
various activities. The two important activities are:
a. instructing supervisors with regard to what is to be
produced and when production is to commence.
b. discussing the method of how production is to be utilised,
e.g.:
I. BATCH PRODUCTION
The making of a number of similar items at the same time.
For example, a batch of an item is produced for a week and then
the production team moves on to something else.
II. MASS/FLOW PRODUCTION
This involves the production of large quantities of goods to
cater to mass demand. Clothing, shoes and cars are usually
mass-produced. This method is referred to as an assembly-line
operation.
III. ONE-LINE PRODUCTION
From time to time, factories sign contracts with customers for
the production of single, ‘non-repeated’ products as well as a
few articles of a similar design, for example, a piece of furniture
or a piece of artwork.
Next week, we will look at the documents used in the factory
and the duties of the factory clerk.
Until then, see you.
STOCKROOM
The stockroom is essential to the production department as
HUMAN RESOURCES DEPARTMENT
This department is responsible for the recruitment, selection,
YOUTHLINK MAGAZINE | MARCH 15-21, 2016
Hyacinth Tugman is an independent contributor. Send questions and
comments to [email protected]
15
yl:information technology
Modularity/top-down design approach
NATALEE A. JOHNSON
Contributor
G
OOD DAY, students, this is lesson 25 in our series of
lessons. In this week’s lesson, we will look at
modularity/top-down design and programming languages
(the beginning of a new unit).
solve a problem on the computer; and you have been learning,
thus far, how to write your pseudocodes and how to construct
your flow charts. Now you are going to learn about a technique
that can be employed when you have a big program to code or
problem to solve. This method is called the top-down design
approach to programming.
WHAT IS TOP-DOWN DESIGN?
USE OF THE TOP-DOWN DESIGN APPROACH TO
PROBLEM SOLVING
The top-down design approach or modular programming, as it
is sometimes called, involves breaking a problem into a set of
You have learnt in previous lessons the way in which you
Problem:
Calculator
Task 1
Task n
Sub_task_2:
Performing
calculations to
subtract numbers
Task 1
Task n
Sub-task_3:
Performing
calculations to
multiply numbers
Sub-task_4:
Performing
calculations to
divide numbers
Task
Task
As you may observe with the diagram above there is a Major Problem which has been broken down
PROGRAMMING LANGUAGES
MACHINE LANGUAGE
Programming languages fall into the following categories:
1. Machine Language - categorized as a 1st Generation
language
2. Assembly Language - categorized as a 2nd Generation
language
3. High Level Language - categorized as a 3rd Generation
language
4. Fourth Generation Language
This was the first language available for programming. At the
machine level, the instructions are written in ones and zero
(binary digits). This is the only language that the computer
understands. See diagram below.
These languages can be further categoried as either being lowlevel or high-level languages.
LOW LEVEL
Machine Language
Assembly Language
HIGH LEVEL
High Level Language
Fourth Generation Language
Let us now examine each of these languages.
16
Let’s assume you were creating a program to simulate the
basic operations of a calculator. Below is a diagram depicting a
typical top-down design or modularity approach to programming
for the calculator scenario.
As you may observe with the diagram, there is a major
problem which has been broken down into two subproblems. The
subproblems are then broken down into respective tasks for
which specific action(s) will be carried out.
for the calculator scenario.
Sub_task_1:
performing
calculations to add
numbers
smaller problems, called subproblems or modules, followed by
breaking each subproblem into a set of tasks. This is called a
‘divide-and-conquer’ approach. When faced with a complex
problem, it is easier to break the problem down into smaller,
more manageable sections and tackle each section as a separate
entity, than trying to solve the large problem in one go.
ADVANTAGES:
Programs execute fast
Efficient use of memory
ϬϬϬϬϬϬϬ
ϭϬϬϭϬϬϭϬ
ϭϬϭϬϭϬϭϬ
ϭϬϬϬϭϬϬϬ
ϬϭϭϬϭϭϬϭ
ϬϬϬϭϭϬϬϬ
ϬϭϬϭϬϭϬϭ
ϬϬϭϭϭϬϬϭ
DISADVANTAGES:
Programming is slow and tedious
Code is difficult to learn, read, understand and correct
Code is machine specific that is, it cannot be used in the
same form on other computer models
ASSEMBLY LANGUAGE
This was developed to replace the zeros and ones of machine
language with symbols that are easier to understand and
remember. It uses special codes called mnemonics (words that
suggest meaning) to represent machine language instructions.
See the diagram.
YOUTHLINK MAGAZINE | MARCH 15-21, 2016
A subproblem is a set of related tasks. A task is a set of related
actions. An action is a basic instruction that needs no further
refinement. For example, an action might be a simple instruction
such as subtract two numbers. The process of dividing the
problem into subproblems, or modules, and breaking them down
into smaller units is called stepwise refinement.
One advantage of modular programming is that when a
problem has been decomposed into smaller subproblems, each
subproblem can be solved as a single entity. However, the
solution of each individual subproblem does not necessarily
solve the larger problem. There must be cohesion between the
modules. That is, there must be a mechanism for communicating
between the different subproblems.
An assembly language is
>K
y͕z
translated into a machine
y͕z
language by using a translator
^dKZ

program called an assembler.
However, both the machine
language and assembly language programs are machine
dependent, i.e., the way the program is written depends on the
operation of the computer.
ADVANTAGES:
Programming is faster and less tedious than for machine
language.
Code is easier to learn, read and understand than for
machine language.
Execution is faster than high-level languages.
DISADVANTAGES:
Programming is slower and more tedious than high-level
languages. Code is machine specific.
CONTINUED ON PAGE 22
yl:chemistry
Electrolysis of aqueous solutions
-
FRANCINE TAYLOR-CAMPBELL
the sodium chloride solution is dilute, then OH ions are
discharged in preference to Cl .
4OH (aq) ---> 2H2O (l) + O2(g) + 4e
If the solution is concentrated, then Cl- ions are discharged
preferentially and, in this case, a carbon electrode is used
instead of platinum, as they are resistant to attack by chlorine.
2Cl (aq) ---> Cl2 (g) + 2e
Contributor
YOU SHOULD BE ABLE TO:
Identify ions present in electrolytes.
Predict the electrode to which an ion will drift.
Identify the products appearing during electrolysis and
write relevant ionic equations.
Describe the electrolysis of certain substances: conc
hydrochloric and dil sulphuric acid; conc aq sodium
chloride and dil aq sodium chloride; copper (II) sulphate
using carbon or platinum and copper electrodes, and fused
halide, e.g., lead bromide.
When electrolysing aqueous solutions, the ions of the
substance being electrolysed and water are present. The
discharge of ions at the electrodes will, therefore, be dependent
on the position of the ion in the electrochemical series, the
concentration of the solution and the type of electrode being
used.
In some cases, i.e., for active electrodes, the anode may
dissolve to provide electrons, e.g., a copper electrode in the
electrolysis of aqueous copper sulphate.
Cu(s) ---> Cu2+(aq) + 2e (left at the anode) since this occurs
more readily than the discharge of the anions. Platinum and
carbon (graphite) are inert electrodes, they do not form ions
during electrolysis.
At the cathode, if more than one type of positive ion arrives at
the cathode, the one which gives up its charge most readily, i.e.,
+
+
+
the least electropositive ion, is discharged, e.g., H and Na , H
+
is preferentially discharged 2H (aq)+ 2e ---> H2 (g). Thus, the
ion derived from the element lower in the electrochemical series
is discharged.
ELECTROLYSIS OF AQUEOUS COPPER (II) SULPHATE
SOLUTION
+
At the anode, the least electronegative ion is discharged, i.e.,
the ion which gives up its charge more readily. Thus, in the
electrolysis of dilute aqueous sodium chloride, OH ions are
discharged in preference to Cl ions.
+
-
+
2+
2-
Ions present are H and OH from water, and H and SO4 from
sulphuric acid.
+
At the cathode: H ions migrate towards the cathode and are
+
discharged as hydrogen gas. 2H (aq) + 2e ---> H2 (g)
-
2-
At the anode: OH and SO4 migrate towards the anode, but
2the OH ion is discharged in preference to the SO4 ion.
4OH (aq) ---> 2H2O (l) + O2(g) + 4e
Comment: Since 4mol of electrons are produced at the anode,
then these 4mol of electrons must be used up at the cathode.
So, in this reaction, for every 1mol of oxygen gas produced, 2
mol of hydrogen gas are formed.
-
2-
+
At the cathode: Cu and H ions migrate towards the cathode,
2+
+
where the Cu ions are discharged in preference to H ions as it
is lower in the series.
2+
Cu (aq) + 2e ---> Cu (s).
This copper is deposited on the cathode, which gets thicker.
The blue colour of the copper sulphate solution gradually fades.
Due to the high concentration of an electrolyte, its anion may
be discharged in preference to a less electronegative ion. For
example, with concentrated aqueous sodium chloride, Cl ions
are discharged in preference to OH ions (from water).
ELECTROLYSIS OF DILUTE SULPHURIC ACID
2+
Ions present: H , Cu , OH and SO4
ELECTROLYSIS OF AQUEOUS SODIUM CHLORIDE
USING PT/C ELECTRODE.
+
+
-
-
Ions present: Na , H , OH and Cl
+
+
At the cathode: Na and H migrate towards the cathode, but
+
+
H is discharged in preference to Na (lower in
electrochemical series).
+
2H (aq) + 2e ---> H2(g)
-
-
At the anode: OH and Cl ions migrate towards the anode. If
YOUTHLINK MAGAZINE | MARCH 15-21, 2016
At the anode: Two reactions can occur at the anode depending
on the type of electrode used. Using Pt/C electrodes, OH ions
are discharged in preference to SO42. 4OH (aq) ---> 2H2O(l) +
O2(g) + 4e. The solution becomes acidic as Cu2+ and OH ions
+
2
are removed, leaving H and SO4 ions.
Using copper electrode as the anode results in the copper
from the electrode being converted to copper ions (a process
which requires less energy) and the anode dissolves and gets
2+
thinner. Cu(s) ---> Cu (aq) + 2e. The concentration of the
solution is unchanged (the blue colour remains the same).
Francine Taylor-Campbell is an independent contributor. Send questions and
comments to [email protected]
17
yl:social studies
Human and physical resources
MAUREEN CAMPBELL
Contributor
the population. The higher the birth rate, the more babies are
born.
THE FOLLOWING are the concepts you should know; add
these to your dictionary.
FERTILITY RATE
CONCEPTS RELATED TO HUMAN RESOURCES
This is the number of children born for every 1,000 women of
child-bearing age, approximately 15- 40 years of age.
Population, birth rate, death rate, natural increase, life
expectancy, infant mortality rate, fertility rate, migration,
immigration, emigration, net migration, brain drain,
urbanization, depopulation, population density, population
distribution, dependency ratio, employment, unemployment,
underemployment, unemployable, labour force, sustainable
development, population census, resource and human resource.
CONCEPTS RELATED TO PHYSICAL RESOURCES
Development, environment, conservation, energy, renewable
resource, natural resource, non-renewable resource,
infrastructure, food security, pollution, conservation, global
warming and green house effect.
DESCRIBE THE STRUCTURE AND CHARACTERISTICS
OF A POPULATION
Population is the total number of persons inhabiting a
country, city or any district or an area. The correct term for the
study of the population is demography. This is the study of the
changes in the composition: the size, age, distribution, sex
balance of the population.
HUMAN MIGRATION
This is a ratio that compares the percentage of the population
available for work (15-64) and that which is economically
inactive. To get this ratio, we look at the number of all children
14 and under plus those aged 65 and over, then divide by the
number of adults aged 15-64. However, as a population, we
must realise that the higher the ratio, the more potential
problems for the future.
The movement by people from one place to another with the
intentions of settling temporarily or permanently in the new
location. The movement is typically over long distances and
from one country to another, but internal migration is also
possible. Migration may be individuals, family units or in large
groups.
This is the age/sex balance that exists. As mentioned before,
the usual way to show this is with a population pyramid. This is
simply a combination bar graph showing the percentage of
males at different ages and the percentage of females at different
ages. It can, however, tell us a lot about a country and its
development.
POPULATION PYRAMIDS
CHARACTERISTICS OF THE POPULATION PYRAMID
A population pyramid is a graph that shows the age/sex
distribution of a given population. It is a graphic profile of the
population’s residents. Sex is shown on the left/right sides, age
on the y-axis, and the percentage of population on the x-axis.
Each grouping (e.g., males aged 0-4) is called a cohort. We can
analyse it to predict the future and plan accordingly.
When the base is very wide, it indicates a very high birth rate.
If the width drops off very quickly, it means that there are not
many people living to very old ages; very few reach old age. If
there is a large base, so a high birth rate, but also a wider and
taller pyramid, this means that more people are living to older
ages.
SAMPLE POPULATION PYRAMIDS
A more ‘domed’ shape means many people are living to older
ages as quality of life improves. There are also proportionately
fewer births.
There may also be a very small base due to the very low birth
rates and death rates displayed in the wide top. With this, there
are serious implications about providing for the elderly
population as there is an increasing cost of health care and the
need for more pensions, especially as the working population
becomes proportionally smaller.
POPULATION STRUCTURE
Population structure means the ‘make-up’ or composition of a
population. Looking at the population structure of a place shows
how the population is divided up between males and females of
different age groups. Population structure is usually shown
using a population pyramid.
POPULATION COMPOSITION
Population structure is the population make-up of a country.
The population structure is commonly described using a
population pyramid. A wide population pyramid at the base
means that there is a large proportion of youths and is a
structure of a developing country. It includes various aspects of
the society, including the population density, distribution, size
and stratification.
Population composition refers to the combined demographic
characteristics of persons within a geographic area. This
includes age, sex, occupation, ethnicity, religion, dependency
ratio. Age, sex, race and ethnicity, to an extent, are all ascribed
characteristics at birth, and in most cases, not amenable to
change.
POPULATION SIZE
ETHNICITY
This is determined by the number of people born, the number
of people who die and the difference between the numbers
entering and leaving the country.
‘Out of Many, One People’ illustrates the racial mixture in the
Caribbean. There are two distinct factors which influence the
size of families across ethnic groups: their culture and age
composition of the ethnic group.
BIRTH RATE
The number of babies born in a year for every 1,000 people in
18
DEPENDENCY RATIOS
CONTINUED ON PAGE 19
YOUTHLINK MAGAZINE | MARCH 15-21, 2016
yl:principles of business
YVONNE HARVEY
PUBLIC-SECTOR BUSINESSES:
H
Local
authorities
Contributor
I. THIS week, we will continue with our
look at the types of businesses in the
public sector of a mixed economy by
considering local authorities. This type of
business is also known as local governments,
parish councils, boroughs and municipal
corporations.
Such entities are under the authority of the
Parliament of the country. A minister of central
government is put in charge of local
government affairs. These bodies are set up to
deal with matters of local concern. The
councillor in charge is elected, at local
government elections, by those who live in the
area concerned and his or her powers, duties
and functions are defined by an Act of
Parliament.
Each local government consists of a council
with a chairman or mayor at its head. This
chairman or mayor is elected from among the
councillors and presides over the meetings of
the council. He or she also represents the town
or district on important civic occasions such
as the opening of a new hospital or sports
stadium.
Where there are a large number of
councillors, small groups called committees
are formed and assigned specific tasks. They
work at the ‘grass roots’ in order to understand
people’s needs. These are presented at council
meetings.
The powers of the local authority differs
from country to country. However, in most
countries, they are responsible for such things
as water supply, drainage, sewerage, garbage
disposal, street cleaning, community health
services, maintenance of roads, parks, markets
and gardens, cleaning of drains and gullies,
bushing of roads, provision of fire services
and poor relief, and the maintenance of sports
facilities. These entities also oversee and
report on projects undertaken in the
community.
The local authority is financed through
central government grants, rates (property
taxes) and loans. The central government
ensures that the money is properly spent by
employing auditors whose job it is to examine
and check the accounts of the local authorities.
Local authorities play an important role in
the commercial and economic development of
the country.
ADVANTAGES OF LOCAL AUTHORITIES
1. The people at the local level have a say in
what goes on in their community. Therefore,
they actually participate in the decisionmaking at this level.
2. The input of the people helps to guide
and shape the overall policies of government.
3. Social, physical, economic, political and
other issues are addressed at the local level.
DISADVANTAGES OF LOCAL
AUTHORITIES
1. The continuity of projects and activities is
affected by a change of government.
2. Resources are not always available;
therefore, local authorities experience setbacks
in their projects and activities.
ASSIGNMENT
(a) Define local authorities. (2 marks)
(b) Briefly describe the organisational
structure of the local authority. (3 marks)
(c) List four activities that may fall under the
responsibilities of the local authorities.
(4 marks)
(d) State three sources of finance for local
authorities. (3 marks)
(e) Discuss two advantages and two
disadvantages of local authorities. (8 marks)
Total marks: 20
Remember, balance is one of the keys to
success. Keep safe, my friends?
Yvonne Harvey teaches at Glenmuir High School. Send
questions and comments to
[email protected]
yl:social studies
CONTINUED FROM PAGE 18
AGE
Government will have to create policies and resources based
on the age composition. This is so as the greater the numbers of
younger people in a society, the higher the birth rate. Knowing the
proportion of the population in each age group is important in
every country for development purpose. It influences whether a
population will increase in size. High growth rates mean more
young people.
SEX
Populations can be divided into male and female. More women
than men live to an old age as the over-80 age group is
predominantly female majority. This is stated as the number of
males to 100 females.
OCCUPATION
People change their occupation as they go through the life
Christianity is the dominant religion to be found in the region –
a legacy of the plantation. Islam and Hinduism are the legacy of
indentureship, and there are many religions that are associated
with our mixed cultural base.
Witness 1.9%, Rastafarian 1.1%, other 6.5%, none 21.3%,
unspecified 2.3% (2011 est)
Sex ratio at birth: 1.05 male(s)/female
0-14 years: 1.04 male(s)/female
15-24 years: 1.01 male(s)/female
25-54 years: 0.97 male/female
55-64 years: 0.98 male/female
65 years and over: 0.81 male/female
total population: 0.98 male/female (2014 est)
ASPECTS OF JAMAICA’S DEMOGRAPHIC PROFILE
ACTIVITIES
Ethnic groups: black 92.1%, mixed 6.1%, East Indian 0.8%,
other 0.4%, unspecified 0.7% (2011 est.)
Religions: Protestant 64.8% (includes Seventh-day Adventist
12.0%, Pentecostal 11.0%, Other Church of God 9.2%, New
Testament Church of God 7.2%, Baptist 6.7%, Church of God in
Jamaica 4.8%, Church of God of Prophecy 4.5%, Anglican 2.8%,
United Church 2.1%, Methodist 1.6%, Revived 1.4%, Brethren
.9%, and Moravian .7%), Roman Catholic 2.2%, Jehovah’s
1. Identify three observations that can be made about the sex
ratio of the Jamaican population using the chart above.
2. Why is it necessary to study a country’s population?
3. State the major components used to describe the population
of a country and explain why we need to study them?
cycle, moving from one job to another as their career develops,
then to retirement.
RELIGION
YOUTHLINK MAGAZINE | MARCH 15-21, 2016
Maureen Campbell teaches at St Hugh’s High School. Send questions and
comments to [email protected]
19
yl:mathematics
Length of a vector
CLEMENT RADCLIFFE
EXAMPLE
x , then the length of AB2 = x2 + y2
y
It follows that for AB =
Contributor
I expect that you had no difficulty in understanding the
above. If this is the case, let us attempt another example.
AT THE outset, let us review the homework given last week.
HOMEWORK
The diagram below shows vector b and vector c.
Express in the form :
(i) b (ii) c
(iii) c + b (iv) 2b - c
While the aspects of vectors presented above are relatively
simple, the points noted are sometimes missed by students to
their detriment. Please review and note them well.
PRACTICE EXAMPLES
SOLUTION
(a) Using theg graph
g p
(i)
Express each of the position vectors OA
and OB in the form
(ii)
Determine the vectors:
(a)
3 OA ,
(c) 3OA –
In the diagram above, A and B are points such that OA = a and OB = b. The point P
(not shown) is such that OP =
(i) b =
2
–1
(iii) b + c =
(ii) c =
2 + –5
–1
3
–5
3
=
(iv) 2 b – c = 2 2 –
–1
–5 =
3
=
9
–5
We will now continue vectors by reviewing the length of a
vector.
Write OP in the form
(ii)
Determine the length of OP.
½
Length of a vector on Cartesian diagram.
8
6
illustrated on the Cartesian diagram
as follows:
As ACB is a right-angle triangle
then, using Pythagoras’ Theorem
AB2 = AB2 + CB2
AB2 = 82 + 62 = 64 + 36
Therefore AB = √100 = 10
20
∴OP =
OA =
3
4
and OB
2
-1
NOTE
+
5
11
The coordinates of A and B were used to determine the
position vectors OA and OB. You could also have read off the
components directly from the graph. In this case, joining OA
and OB should make it easier.
(a) Given that OA =
=
3
4
+
5
11
=
8
15
9
12
(b) Given that OB =
3
4
then 3 OA =
9
12
Answer is
= ½a+b
6
8
(iii) If OA + OB = | c | , show that c = 34
∴ the position vectors are
position vector OA = 6
8
∴position vectors
a= 6
and b =
5
8
11
then
The vector AB =
x
y
It was illustrated in last week’s lesson that if the coordinates of A is (6, 8), then the
Since OP
2OB
(i) The coordinates of A and B, respectively, are (3, 4) and (2, -1).
(i)
(i) From the diagram, the coordinates of A = (6, 8) and B =
(5, 11).
4––5
–2 – 3
hence determine
(b) – 2OB
a + b,
SOLUTION
–3
2
x
y
Answer is
(ii) Using the formula for length:
OP2 = x2 + y2 [Using Pythagoras’ Theorem]
= 82 + 152 = 64 + 225 = 289
length of OP = √289 = 17
YOUTHLINK MAGAZINE | MARCH 15-21, 2016
(c) 3OA – 2OB =
Answer is
then –2OB =
–4
2
–4
2
8
15
I do hope you realise that the coordinates of the point P are
(8, 15).
2
–1
9
12
+ –4
2
=
5
14
5
14
CONTINUED ON PAGE 21
yl:english literature
BERYL CLARKE
Contributor
T
HIS TIME when we see Caesar, it is only after, as
members of the audience, we have watched the plot
develop against his life. Now we know that Brutus, having
been flattered by Cassius’ lying ingenuity, in addition to his
own feelings, is a prominent part of the murder plot. We see
him as he agonizes over what we can imagine is the situation
that faces him and the decision he has to make. After the
plotters leave his home, his wife is made known to us as she
takes the stage in her role as a loving, concerned and strong
wife and woman. Portia, in her self-description, makes it clear
that she considers herself a fitting partner for Brutus, one who
could face up to anything. Later we will see whether she is as
strong as she claims.
How far do you agree with Brutus’ reason for wanting Caesar
dead? He can find nothing in Caesar’s character or conduct to
condemn him. He has only the fear that Caesar would become
a tyrant were he to ascend to the throne. On that premise he
thinks:
Fashion it thus: that what he is augmented,
Would run to these and these extremities;
And therefore think him as a serpent’s egg,
Which, hatched, would as his kind grow mischievous,
And kill him in the shell.
This is said by Caesar’s friend! Have you ever heard the
expression: “With friends like these, who needs enemies?”
Make sure to involve yourselves in full discussions on this
speech now and later as we work through this play.
‘Caesar’
Did you expect to hear of such happenings as take place on
the night before the assassins’ act? Of course, we cannot be
surprised that we hear and not see these things, for technology
was not then at the level where such could be presented. Take a
careful look and you will see how the audience gets
information and how the play itself moves forward. For
instance, listen to Casca’s description of the strange events,
including that of a surly lion passing him on the open street
without ‘annoying him’, and then consider Cassius’ response. It
gives him another opportunity to speak of his bravery, to put
out his interpretation of the strange events and to criticise
Caesar.
When the conspirators get together under the cover of
darkness and making sure to protect their identities, which
casts some doubt on the purity of their plan, they naturally
discuss the murder of Caesar. In so doing, we realise that
importance is placed on the effect the character of some is
expected to have on the people. It is ironic that Brutus, who is
brought in for the same reason, does not see here how he too
is being used. Of great significance is the decision taken about
Mark Antony. He is completely misread by Brutus, who
convinces the others against Cassius’ better understanding that
he, Antony, is no threat whatsoever. Do you notice how much
authority Brutus has among the conspirators and how they
defer to him? Cassius knew what he was doing when he
convinced Brutus to join.
In Act 2 Scene 2, Caesar and his wife Calpurnia again take
the stage, introduced, as it were, by thunder and lightning. The
audience is being prepared for frightening action, tension is
being created. She, too, is aware of all the unusual occurrences
of the previous night. In addition, her sleep had been disturbed
by terrible dreams and this is known to her husband.
Distraught, she tries to convince him not to go to the Senate on
that day. As you know, he refuses to listen to her on the
grounds that he is not afraid, even though he sends to the
priests for them to make a sacrifice to see if all would be well;
when Calpurnia and the priests agree that he would be in
danger, he decides to stay home.
You should take notice of his ‘What can be avoided Whose
ends is purposed by the mighty gods?’ and ‘Cowards die many
times before their deaths; The valiant never taste of death but
once’ as these tell us that he wants to go to the Senate but
wishes also to please his wife. Decius’ task of getting him to
agree to leave home is, therefore, made easy by Caesar’s own
inclination to do so. Do you agree?
We close this week by considering a few questions.
1. What is signified by Brutus’ shaking hands with the other
conspirators?
2. Why is the soothsayer introduced in this part of the
scene?
3. Does Portia’s appearance in the latter stages of this scene
contribute to the play? If so, what?
Have a productive week and God bless!
Beryl Clarke is an independent contributor. Send questions and comments
to [email protected]
yl:mathematics
CONTINUED FROM PAGE 20
The hence in the question indicates that the answers in (a) and
(b) should be used to solve the part (c). While other methods
may be used, the method you are directed to use is usually the
simplest approach. Always obey the instructions.
A common error is to subtract the two vectors found above,
instead of adding. This is justified as follows:
3
4
+
2
–1
=
|As |c|is the length of vector c =,
5
3
Express vectors OA & AB in the form
then |c|= 52 +32 = (25 + 9) = 34
Answer : 34
x
y
I wish you a productive week as you continue to review
vectors. Next week, we will begin the review of matrices.
HOMEWORK
1. Given the points on the Cartesian diagram,
S(- 4, 3) & R(6 , 2). Write in the form
x
3OA – 2OB = 3OA + ( – 2OB)
Since you were requested to find vectors ( 3OA) and
( 3OA) and (- 2OB) you, therefore, add both answers.
∴c =
y
S|
(– 2OB)
Clement Radcliffe is an independent contributor. Send questions and
comments to [email protected]
2. The position vectors of the points A & B relative to the
(ii)
Since OA + OB = c
origin O, are
–2
4
&
3
5
YOUTHLINK MAGAZINE | MARCH 15-21, 2016
21
yl:history
CONTINUED FROM PAGE 11
CONTINUED FROM PAGE 12
An important developmental aspect of the
peasantry was its move from an activity providing
initial subsistence for the freed people to one
geared towards the production and export of cash
crops and products. To this end, we note that the
peasants produced export crops and products such
as arrowroot, cotton, sugar, bananas, citrus,
logwood, rum, spices, coffee, cocoa, ginger and
pimento. The peasantry also introduced new crops
and diversified the monoculture of the sugar
economies. By their activities they, ultimately, led
to a level of self-sufficiency for the colonies that
was never attained in the previous years under
enslavement. Indeed, by removing the focus from
the plantation, the peasantry directly stimulated the
growth of an independent village life for the freed
people with the associated services and amenities
such as churches, schools and markets. Indeed,
the development of the co-operatives in the
Caribbean has been traced to this peasant
development.
To begin with, every child has a subject that he or she is
competent in. For some, it may be the traditional subjects
like mathematics or English Literature while for others their
creative energies are encouraged when they pursue subjects
like music and visual arts. Isn’t school supposed to cater to
the specific learning styles or needs of a child? Limiting a
child who has an inclination for music or visual arts can
result in feelings of frustration and failure. If the Government
cuts subjects like music and visual arts, it will be cutting the
growth and development of some children. These children
should be allowed to pursue subjects they have a passion
for without having to worry that they might be cut from the
curriculum.
Ultimately, the growth of the peasantry in the
British Caribbean was one that succeeded not
because of, but largely in spite of, the colonial
authorities. Since the peasants consisted largely of
the freed people and they were competing with the
estates, no real encouragement was given to them
by the local governments. Agricultural innovation
and assistance that could easily have been
provided by the state were denied these peasants.
Indeed, it was not until the later part of the 19th
century, with the agitation of the period and reports
like those of the Royal West India Commission of
1897 (which pointed out that the peasantry was ‘a
source of both economic and political strength’),
that the peasants were taken seriously. In spite of
these realizations, however, little had actually been
done in terms of official support, and the Caribbean
peasantry has still continued to exist largely
because of the resilience of its participants.
ACTIVITY
Extended Writing: Imagine that you are a
journalist in Trinidad in the 1890s and assigned to
the newspaper The Economic Times. Write an
article for the newspaper in which you examine the
factors that have led to the development of the
peasantry.
SOURCES
1. A Post Emancipation History of the West
Indies – Isaac Dookhan
2. Freedoms Won: Caribbean Emancipations,
Ethnicities and Nationhood – Hilary Beckles &
Verene Shepherd
3. Notes on Peasant Development in the West
Indies since 1838 – Woodville Marshall
Debbion Hyman is an independent contributor. Send
questions and comments to
[email protected]
22
yl:english language
Additionally, students enrolled in subjects such as music
and visual arts often become artists, musicians or artistes.
Cutting these subjects would be depriving students of the
opportunity to pursue these careers. It would have been a
robust music curriculum that would have nurtured an artiste
like Romain Virgo, who has enjoyed much success, locally
and internationally. Furthermore, these careers impact the
island tremendously through foreign exchange because
tourists visit our island annually to attend shows such as
Rebel Salute or Reggae Sumfest to see acts like Romain
Virgo. The money these tourists spend here benefits the
island greatly by boosting economic growth, and the annual
reports from the Ministry of Tourism support this.
Moreover, there are better ways of solving the economic
situation the island is in. For example, the travelling, utility
and personal allowances of members of parliament can be
decreased or even removed. The salaries of these ministers
are more than enough to take care of their personal
expenses. Additionally, the media houses have aired stories
that reveal the wastage of money on projects that are not
regulated properly. Wouldn’t the Government save more
money in these instances [rather] than depriving students of
subjects that foster the kind of creativity that positively
impacts our economy?
In conclusion, some individuals might suggest that
cutting these subjects will help in solving some of our
economic problems, but this is not true. Such a move
would restrict the subject choices of some students and
impair their career options. Furthermore, the Government
should find other means of addressing the financial
challenges the island is presently experiencing. Removing
music and visual arts is not one of them, and considering
that as an option is rather retrograde in a global space that
is constantly evolving.
I hope this sample essay will prove useful as you practise
to write your own essays. See you next week!
yl:information technology
CONTINUED FROM PAGE 16
HIGH-LEVEL LANGUAGES
These differ from low-level languages in that they require less coding details and
make programs easier to write. They are closer in appearance to natural language,
for example, English and French. Programs written in high-level language is called
source code, while the translated version is called object code. These programs
must be translated to a form which can be accepted by the computer. This is
achieved by means of special translator programs called compiler and interpreter.
Here is a diagram illustrating the relationship between the source code and the
object code.
SOURCE
CODE
TRANSLATOR
COMPILER or
INTERPETER
OBJECT
CODE
>/E<ͬ>KZ
;ƐƚŽƌĞƐĐŽĚĞŝŶ
ŵĞŵŽƌLJͿ
yhd>
K
In contrast to a compiler, an interpreter does not translate the whole program
prior to execution. Rather, it translates the code, line by line, during the execution of
the program. With the compiler, all the translation is done, and then the object
program is executed. They are not machine-dependent. Examples of high-level
language are BASIC (Beginners All Purpose Symbolic Instruction Code), Pascal
(which is the programming language you will learn for CSEC), COBOL (Common
Business Oriented Language), JAVA, C programming and so on. Below is an
example of Pascal code.
ADVANTAGES:
Programming is faster and less
tedious.
Code is easier to learn, read,
understand and correct.
Language is more English and math
like.
ƉƌŽŐƌĂŵ ĂĚĚŝƚŝŽŶ;ŝŶƉƵƚ͕ ŽƵƚƉƵƚͿ͖
ǀĂƌ ŶƵŵϭ͕ ŶƵŵϮ͕ ƐƵŵ͗ŝŶƚĞŐĞƌ͖
ĞŐŝŶ
ǁƌŝƚĞůŶ;͚ŶƚĞƌƚǁŽŶƵŵďĞƌƐ͛Ϳ͖
ƌĞĂĚ;ŶƵŵϭ͕ŶƵŵϮͿ͖
ƐƵŵ͗сŶƵŵϭнŶƵŵϮ͖
ǁƌŝƚĞůŶ;͚dŚĞƐƵŵ ŽĨƚŚĞŶƵŵďĞƌ ŝƐ͕͛ƐƵŵͿ͖
ŶĚ͘
DISADVANTAGES:
Program executes slowly.
FOURTH GENERATION
They are often described as very high-level language and referred to as 4GLs.
They are easy-to-learn, easy-to-use languages that enable users or programmers
to code applications much quicker than they could with lower-level languages. Two
examples of 4GLs are DBASE and FOXPRO.
ADVANTAGE:
Useful for generating reports.
DISADVANTAGE:
Can be very wordy.
QUOTE OF THE WEEK
“Move out of your comfort zone. You can only grow if
you are willing to feel awkward and uncomfortable when
you try something new.” ~ Brian Tracey
We have come to the end of this lesson. See you next week, when we will look at
some key programming terms and the Pascal language. Remember, if you fail to
prepare, you prepare to fail.
Melissa McKenzie teaches at Old Harbour High School. Send
questions and comments to [email protected]
Natalee Johnson teaches at Ardenne High School. Send questions and comments to
[email protected]
YOUTHLINK MAGAZINE | MARCH 15-21, 2016