yl:english language
MELISSA MCKENZIE
Contributor
OW THAT we have revised key aspects of
language use, let us now look at the
features of poetry. This will establish a
much-needed background that will guide your
interpretation/impressions of the poems you will
read.
N
DEFINING POETRY
Poetry is an imaginative awareness of
experience expressed through meaning, sound,
and rhythmic language choices so as to evoke
an emotional response.
PURPOSES
It develops our critical thinking abilities.
It challenges the way we view things.
It encourages us to empathise with others.
It enables a person to express himself.
It creates an awareness of the issues that
impact human existence.
It assists in maintaining a culture.
Below, I have provided you with the
definitions and examples of common literary
devices. It is very important that you refresh your
memories of these examples of figurative
language, because the comprehension questions
in both Papers 01 and 02 test your knowledge of
them. In this way, you will identify them
correctly.
LITERARY DEVICES
Poetry
comprehension
word used for comparison can be associated
with another thing or action.
EXAMPLES
1. Henry was a lion on the battlefield.
2. She was drowning in a pool of misery.
3. The sea is a hungry dog.
PERSONIFICATION
This consists of giving human attributes to an
animal, object or a concept.
EXAMPLES
1. The sun glared down at me from the sky.
2. The ocean danced in the moonlight.
3. Time creeps upon us eventually.
EXAMPLES
buzz, creak, squeal, crack, meow, whoosh,
hiss, bang
This is the sound effect of repeating the
consonant sound in words that come together. It
is usually found at the beginning of words.
EXAMPLES
Like a simile, a metaphor is used to compare
things. It is made or can be identified when the
1. It’s got to be Geddy’s to be good.
2. Eve: the first family of fine food.
3. Sarah’s seven sisters slept soundly in the
sand.
4. Jimmy jaguar’s is jumping jauntily.
1. I have some bad news for you. You only got
A’s and B pluses.
2. My holiday was a success. I spent the
entire holiday in the hospital.
IMAGERY
PREVIOUS LESSON: CONCORD RULES
REPETITION
This involves repeating certain words or
phrases for emphasis. A perfect example of this
device is in Martin Luther King’s ‘I have a dream’
speech where he repeats the expression ‘I have a
dream’ a number of times. Another example of
repetition is: He tried and tried and tried to do
his very best.
HYPERBOLE
This is a literary device where specific words
and phrases are exaggerated or overemphasised
in order to produce a grander, more noticeable
effect.
EXAMPLES
1. The celebrity received billions of letters
from his fans.
2. He is older than the hills.
3. That joke is so old the last time I heard it I
was riding on a dinosaur.
OXYMORON
This is the placing together of contradictory or
contrasting concepts in a manner that actually
ends up making sense in a strange, and slightly
complex manner.
EXAMPLES
SYMBOLISM
This involves using an object or action that
means something more than its literal meaning.
The phrase ‘a new dawn’ does not talk only about
the actual beginning of a new day, but also
signifies a new start, a fresh chance to begin and
the end of a previous tiring time.
PUN
A word or phrase is a pun when it suggests
two or more meanings. It is a play on words.
This is the use of language that appeals to our
senses. There are five types of imagery you
10
IRONY
EXAMPLES
ALLITERATION
METAPHOR
1. The damp, chilly night seeped into my
aching body. (Tactile)
2. The old train chugged, coughed and
choked going up the steep hill. (Auditory)
3. The fireworks sprinkled sequins of colour
across the dark sky. (Visual)
4. The scent of honeysuckle filled the meadow
with heavy sweetness. (Olfactory)
5. The sour grapes left a strong taste in my
mouth. (Gustatory)
It refers to sound words whose pronunciation
imitates the actual sound they represent.
This is one of the most commonly used
literary devices. This is when one thing is
compared directly to another by the use of a
word such as or ‘like’ or ‘as’.
1. The soldier was as brave as lion.
2. The weightlifter was strong like an ox.
EXAMPLES
This is a device that points to a contrast
between what is stated and what is really meant,
or between what is expected to happen and what
really happens. There is also irony of situation.
ONOMATOPOEIA
SIMILE
EXAMPLES
should be aware of: auditory (hearing), visual
(sight), olfactory (smell), tactile (touch) and
gustatory (taste).
1. I have been to the dentist many times so I
know the drill.
2. Santa’s helpers are known as subordinate
clauses.
3. Reading while sunbathing makes you wellread.
1. There was a deafening silence in the room.
2. The deejay was an unpopular celebrity.
3. His affair was an open secret.
PARADOX
A paradox in literature refers to the use of
concepts or ideas that are contradictory to one
another, yet, when placed together hold
significant value on several levels. A paradox
usually provides astonishing insight.
EXAMPLES
1. The way to a man’s heart is through is
EXAMPLES
NEXT LESSON: POETRY IN MOTION
YOUTHLINK MAGAZINE | NOVEMBER 29 - DECEMBER 5, 2016
yl:principles of business
Entrepreneur and
entrepreneurship
YVONNE HARVEY
Operation of the business results in the
production and sale of a good or service with the
view to making a profit.
6. EVALUATING THE PERFORMANCE OF
A BUSINESS.
One of the functions of managers is
evaluating. This is done at the end of the
production process to see if the entire process
has been successful and to see if the goals of
the organisation have been met. Problems and
failures are reviewed and suggestions made and
put in place to avoid these in the future.
Contributor
T IS so good to be with you all again. This
week, we will start a new section of the
syllabus, Section 3: Establishing a Business.
This involves the concepts of entrepreneur and
entrepreneurship. Also, we will consider the role
of the entrepreneur and the characteristics of the
typical entrepreneur.
7. THE BEARING OF RISKS
I
A risk is a chance. There are two types of risks
– insurable and non-insurable risks. It is the
responsibility of the entrepreneur to take out
policies against those risks which can be
insured, for example, threat of theft, fire,
flooding, etc. Those risks which cannot be
insured against must be borne on the shoulders
of the entrepreneur. Such risks are referred to as
uncertainties, for example, a sudden change in
the demand for the product. Entrepreneurs must
be willing to take risks or chances in order to
make profits.
The entrepreneur is a human factor of
production whose main functions are to
organise the other factors of production and bear
risks.
The entrepreneur consciously moves
resources from an area of lower productivity and
lower yield to an area of higher productivity and
higher yields.
The entrepreneur may also be seen as one who
creates a new business in the face of risk and
uncertainty for the purpose of achieving profits,
by identifying opportunities and assembling the
necessary resources to capitalise on them.
Entrepreneurship is the process or the act of
organising resources and acceptance of risk and
uncertainty for the purpose of capitalising on
opportunities with the aim of achieving profit.
THE ROLE OF THE ENTREPRENEUR
1. IN CONCEPTUALISING
The entrepreneur must formulate ideas
regarding the type of business and the type of
product that can be put on the market. He must
also think of the size of the production in order
to make a profit.
2. IN PLANNING
This means that the entrepreneur will consider
the future and what is to be done in the future
with regard to what has been conceptualised.
8. THE REAPING OF PROFITS OR THE
BEARING OF LOSSES OF THE
BUSINESS
Showayne Edwards (second left) won the men’s category of the Mayor George Lee
Foundation 6K Road Race in 20 minutes and 22 seconds to beat Bridgeport High’s
16-year-old athlete David Thomspon (left), who clocked 20 minutes and 42
seconds, while St Catherine High’s Romardo Huluzana placed third in 21:01. Here
they share a photo op with Anita Lee, widow of the late Mayor Lee.
The entrepreneur will make short-term as well as
long-term plans. Overall policies and
organisational structure will have to be worked
out. Planning also includes outlining the duties
of managers and setting targets to be met, for
example, production and sales targets.
3. ACCESSING FUNDS
This means that the entrepreneur is
responsible for raising funds or finance before
production begins and whenever the business
needs additional capital for expansion. This
does not mean that the funds must come from
the entrepreneur’s own pocket. Apart from
savings, the entrepreneur can use other sources
of finance including:
Borrowing from friends and relatives
Attracting foreign investors
PREVIOUS LESSON: NEEDS SATISFIED THROUGH EMPLOYMENT
Partners
Financial institutions
4. ORGANISING
This involves bringing together the other
factors of production in order to ensure
efficiency, maximum output and maximum
profits.
5. OPERATING
Once the entrepreneur has chosen the right
form of ownership, has made short-term and
long-term plans, has organised resources,
including time and money, he may begin to
operate or run the business. Operating the
business will involve the functional areas of
production, marketing, finance and personnel.
The entrepreneur’s reward for organising the
factors of production and bearing risks is profit.
To gain profit, the entrepreneur must sell the
good or service for more than it costs him to
produce – the average revenue must be greater
than average cost. If he sells for less than it
costs him to produce, he will make losses. In the
long run he will leave the industry and go into
one where he can at least make normal profit.
In some forms of operations by entrepreneurs,
profits and losses are shared, for example,
partnerships. In other forms, for example, the
sole trader, profits and losses belong to the
owner of the business.
Your task for this week is to do some research
on what should be the characteristics of the
typical entrepreneur. Write a few sentences on
each characteristic.
Take care until next week.
Yvonne Harvey is an independent contributor. Send
questions and comments to
[email protected]
NEXT LESSON: ENTREPRENEUR AND ENTREPRENEURSHIP - PART 2
YOUTHLINK MAGAZINE | NOVEMBER 29-DECEMBER 5, 2016
11
yl:history
DEBBION HYMAN
Contributor
N THIS week’s lesson, we will continue your
to focus on the Middle Passage journey and
consider the conditions aboard the slavers as
the African captives journeyed to the Americas.
First, you will read an abbreviated passage that
explains the experience of an African girl aboard
a slaver. Then, you will read a passage about
Olaudah Equaino’s journey aboard a slaver to the
Americas. As you review these sources, think
about the purpose of each and the role that
descriptions play in communicating that
purpose. At the end of the task, you will be
asked to write an essay.
I
Read the passage titled The Diary of A Slave
Girl. While you are reading, annotate the
passage.
THE MIDDLE PASSAGE, COAST OF
GAMBIA IN AFRICA TO THE WEST
COAST OF AMERICA:
They then dragged us all down below the deck
and started separating us again into groups of
ten. When I looked around at first I thought it
was quite nice, it was clean, but yet again I was
wrong. What they did to us next was horrible;
they started lifting us up, not caring about us at
all. They then dropped us onto the planks of
wood and chained us onto them. We were side
by side touching the person next to us, ten
people to a row, and there were five planks off
wood on top of each other. With hardly any room
in between them, that was the space that we had
to fit into. I am here now still chained up, lying
down look down up at the deck. At least me and
Fantah are next to each other. I guess we also
have one of the best positions to be chained up
to. We are on the 5th of the wooden planks, on
top of everyone else, at the edge and also the
nearest to the light. It is like we are in coffins
staked and placed next to each other, I call it the
coffin position, because it is, so do the rest of
the African women.
The smell is awful, absolutely vile, it smells of
excretion, vomit, sweat, rats, mice and
everything else that comes along with that sort
of thing. The main cause of the smell is the
vomit and excretion, mainly because we can’t
move when we need to go to the loo, so we have
to do it where we sit. Meaning that it just builds
up and up until we aren’t bothered about it
anymore, the white men haven’t bothered to
come and clean it all away yet, and I doubt that
The transatlantic trade in Africans:
The Middle
Passage
Part 3
they ever will. Another reason why I would hate
to be on the bottom plank. Vomit is an awful
thing and we can’t stop it, especially because the
sea is so rough, therefore we are continually
being tossed around only making the sea
sickness worse. I think it is because of the sea
sickness that I have thrown up 5 times already,
during this weird and horrific journey, to God
knows where. Right now I have excretion all over
me, and what I hate is that I can’t do anything
about it. Fantah is praying to Allah right now and
I was up to a minute ago. It’s the only hope we
have, the only thing that we can do. I think all of
us are praying, but in different native tongues,
there are many women here all from different
tribes. We have tried to communicate but it
hasn’t worked so far and we just don’t have the
energy.
He dragged me on to the deck and away into a
different room with loads of other drunken white
men in. I was scared, what where they going to
do to me? I soon found out. They tossed me
around like a ball between them, each time
ripping off a bit of my clothing off me. I soon
stood there in the middle of a group of jeering,
drunken white men, naked and terrified. They
enclosed on me like a pack of animals, shouting
at me. When the first one touched me, I
screamed out in terror and didn’t stop screaming
for ages afterwards. What I knew was that when I
was finally chucked out of that hellhole, along
with my clothes, I was no longer a proud
Mandinka maiden.
What I ran into after I ran from the room was
worse than what I had just experienced, an
PREVIOUS LESSON: THE TRANSATLANTIC TRADE IN AFRICANS: THE MIDDLE PASSAGE - PART II
12
African man bending over crying out in pain
while he was being whipped by a white man
repeatedly. What he was being whipped with was
a whip with nine strands of leather coming from
its handle. It looked like a cat with nine tails
clawing at someone’s back, a cat-o-nine-tails
whip. I had to help him, so I ran over and
pushed him out of the way. I only ended up
getting whipped myself, three times, then being
dragged away and chained up again, I never saw
the man after that. The pain in my back was
unbearable, making me scream again for the
tenth million time that day. I think I passed out,
because when I woke up I was back on 5th
plank, by the end, under the deck, again.
Read the passage titled Equiano’s
Autobiography. While you are reading, annotate
the passage.
EQUIANO’S AUTOBIOGRAPHY (1789) –
THE INTERESTING NARRATIVE OF THE
LIFE OF OLAUDAH EQUIANO, OR
GUSTAVUS VASSA, THE AFRICAN
At last, when the ship we were in, had got in
all her cargo, they made ready with many fearful
noises, and we were all put under deck, so that
we could not see how they managed the vessel.
But this disappointment was the least of my
sorrow. The stench of the hold while we were on
the coast was so intolerably loathsome, that it
was dangerous to remain there for any time, and
some of us had been permitted to stay on the
deck for the fresh air; but now that the whole
ship’s cargo were confined together, it became
absolutely pestilential.
The shrieks of the women, and the groans of
the dying, rendered the whole a scene of horror
almost inconceivable. Happily perhaps, for
myself, I was soon reduced so low here that it
was thought necessary to keep me almost
always on deck; and from my extreme youth I
was not put in fetters. In this situation I expected
every hour to share the fate of my companions,
some of whom were almost daily brought upon
deck at the point of death, which I began to hope
would soon put an end to my miseries. Often did
I think many of the inhabitants of the deep much
more happy than myself. I envied them the
freedom they enjoyed, and as often wished I
could change my condition for theirs. Every
circumstance I met with, served only to render
my state more painful, and heightened my
apprehensions, and my opinion of the cruelty of
the whites.
The closeness of the place, and the heat of the
climate, added to the number in the ship, which
was so crowded that each had scarcely room to
turn himself, almost suffocated us. The air soon
became unfit for breathing, from a variety of
loathsome smells, and brought on a sickness
among the slaves, of which many died. This
wretched situation was made worse by the
chains. The shrieks of women, and the groaning
of the dying, created a scene of horror almost
unbelievable. Three desperate slaves tried to kill
themselves by jumping overboard. Two
drowned, the other was captured and beaten
unmercifully. When I refused to eat, I too was
beaten.
You have learnt about the conditions aboard
slavers during the Middle Passage journey by
reading two articles, The Diary of A Slave Girl,
and Equiano’s Autobiography. In an essay,
describe the conditions aboard slavers during
the middle passage journey. Support your
response with evidence from each source.
ACTIVITIES
1. Describe the experiences of the African
captives during this Middle Passage journey.
2. Compare the varying perspectives of the
different characters that experienced the Middle
Passage journey.
Debbion Hyman is an independent contributor. Send
questions and comments to
[email protected]
NEXT LESSON: LIFE ON THE TYPICAL 18TH-CENTURY PLANTATION
YOUTHLINK MAGAZINE | NOVEMBER 29-DECEMBER 5, 2016
yl:mathematics
Solution for quadratic equations
CLEMENT RADCLIFFE
Contributor
E WILL complete our review of simultaneous equations
this week by looking at the solutions to some of the
practice examples that were given for homework.
W
You are reminded that the two methods of note are the
elimination and substitution methods. By now you should know
them well.
Solve simultaneously:
2n + m = 3
. . .(1)
5n - 2m = 12
. . .(2) ( Using the elimination method)
Multiply equation (1) by 2
4n + 2m = 6. (3)
Add equations (2) and (3)
9n = 18
n = 18 = 2
9
Substituting n = 2 into equation (1):
2x2+m=3
4+m=3
m=3-4=-1
m=-1
Answer: n = 2, m = - 1.
Solve simultaneously:
2x = 11 + 3y
. . . (1)
x + 2y + 12 = 0 . . . (2)
Using the substitution method: From equation (1), x = 11 + 3y
2
Substituting into equation (2):
11 + 3y + 2y +12 = 0.
2
Multiply all terms by 2 to clear the denominator:
2 x 11 + 3y + 2 x 2y + 2 x 12 = 2 x 0.
2
11 + 3y + 4y + 24 = 0
11 + 7y + 24 = 0
7y = - 24 -11 = - 35
y = - 35 = - 5
7
Solve simultaneously:
2x + 3y = 3
. . . (1)
5x - 2y = 17
. . . (2) (Using the elimination method)
Multiply equation (1) by 2 and equation (2) by 3.
4x + 6y = 6
. . . (3)
15x - 6y = 51
. . .(4)
Adding equations (3) and (4)
19x = 57
x = 57 = 3
19
SOLUTION OF QUADRATIC EQUATIONS
Extract from the syllabus
Specific Objectives
Solve quadratic equation
Solve word problems.
Substituting into equation (3)
= 4 x 3 + 6y = 6
Content
Linear equations, linear inequalities, two simultaneous linear
equations and quadratic equations.
12 + 6y = 6
6y = 6 - 12
6y = - 6
y=-1
Answer x = 3 , y = - 1
The following are the methods which are commonly used at this
level.
Factorization
Graphs
Formula method
ALTERNATIVE
In the above example, you could have multiplied equation (1)
by 5 and equation (2) by 2 and subtract. This would result in
eliminating x. Please attempt this approach.
You may solve the following on your own:
x+y=7
2x + y = 10
3x - 4y = 32
5x + 2y = 10
-x+y=1
3x + y = 9
Please continue to practise on your own, especially the word
problems where reasoning is required.
EXAMPLE
The width of a rectangle is 7cm less than its length. If its
perimeter is 50cm, calculate its dimensions.
SOLUTION
Substituting into equation (1):
x = 11 + 3y = 11 + 3 x - 5 = 11 - 15
2
2
2
x = - 4 = -2
2
Answer: x = -2, y = -5.
Let the dimensions of the rectangle be x and y.
The equations are:
x=y-7
(1)
2x + 2y = 50
(2) Rearranging equation (1) multiply (3) by 2
x-y=-7
(3)
2x - 2y = - 14
(4)
PREVIOUS LESSON: SIMULTANEOUS LINEAR EQUATONS
Adding (2) + (4)
4x = 36
x = 36 = 9 Substituting in (1)
4
9=y-7
y = 9 + 7 = 16
The dimensions are 9cm and 16cm.
We will now begin with the factorization method.
POINTS TO NOTE
Quadratic equations are expressed in the form
ax2 + bx + c = 0, where a, b and c are constants.
The factorization method is used if, and only if, the
expression ax2 + bx + c can be factorized.
The solution is represented by two values of x.
Given the equation x2 + 8x + 7 = 0, then by factorizing the
left-hand side, you get
(x + 1 )( x + 7 ) = 0.
Continuing the method;
If (x + 1 )( x + 7 ) = 0
then (x + 1) = 0, that is x = - 1
OR (x + 7) = 0, that is x = -7.
Solutions are x = -1 or x = -7.
BE REMINDED THAT:
The solutions of the equation are the values which satisfy
the equation.
These can be checked by substitution as follows:
If x2 + 8x + 7 = 0, then if x = -1, 1 -8 + 7 = 0.
Similarly, where x = -7, then 49 -56 + 7 = 0. The equation is
satisfied by both values.
CONTINUED ON PAGE 14
NEXT LESSON: SOLUTION FOR QUADRATIC EQUATION PART 2
YOUTHLINK MAGAZINE | NOVEMBER 29-DECEMBER 5, 2016
13
yl:english literature
‘Death Came to See Me in Hot-Pink Pants’
BERYL CLARKE
Contributor
AST NIGHT I dreamt ...of what? Since we
are continuing to work on the same poem
that we started last week, the answer is,
naturally, death. The speaker tells us two times
that she dreams of death paying her a visit. It
could be that she tells us of the same experience
twice, or she could have dreamt about a visit on
two separate occasions. I wonder whether she
has the usual fear of this inevitable event or she
is thinking about it because of something in
which she has been involved, or she realises
how one can be enticed into behaviour that has
deadly consequences.
L
In both sections of the poem Death Came to
See Me in Hot-Pink Pants, the persona uses the
expression ‘beautiful saga boy’ to describe
death. In so doing, she makes it clear that she
finds him attractive. This is further underscored
when she says that
... he filled my frame of vision
with a broad white smile ...
For now we learn that she is so captivated by
him and his smile that she can see nothing else.
(We all know how a smile can light up and
change someone’s face, as well cause us to
soften our attitude to the person.) Fortunately for
her, being so focused on him, she is able to
recognise her danger as he reaches for her
throat, despite the distraction of the sequins on
his shoulder. Look at what the sequins are
doing! Winking. Please make sure that you know
what that word means. It is seems that Death,
through the (persona’s) use of that word, is
taking a friendly approach to the persona so as
to mask his real intent.
In the second telling about the dream or the
other dream, even though he is as alluring as
before, she is ready to defend herself. He is also
determined to have her while he continues to try
to portray an atmosphere of light-heartedness.
Perhaps this is why when she wakes, putting her
arms around her protectively as she still has a
sense of danger, she retains also the impression
that Death is beautiful and beautifully packaged.
Have you yet decided what the theme of this
poem is? Of course, you have. The speaker
makes her interest and conclusion clear!
He was a beautiful black saga boy
and
Laughing, laughing...
Before we leave this poem, which is written in
free verse, we need to consider the poet’s style,
that is, how the poet presents her work or the
form her creativity takes. First, we notice the
unusual nature of the subject matter and title
because of the diction. One’s attention is easily
caught by putting Death in ‘hot-pink pants’.
Death is normally associated with dark colours,
not colours that are bright and appealing. Since I
mentioned diction, it is your turn to pick out
other words that add something special to this
poem, for example ‘cage’. When you have done
that, please consider what it is that each adds.
Death is personified and, therefore, he acts as
a human who dresses and behaves like an
attractive and sensually appealing man. Another
device that is used is repetition as in
Last night I dreamt
that Death came to see me
In hot-pink pants
and
PREVIOUS LESSON: POETRY: ‘DEATH CAME TO ME IN HOT-PINK PANTS’
There is something else for us to consider
too. This I know you would not have missed, but
I want to ensure that you pay attention to the fact
that most of this poem is in the form of a dream.
Do you think this has any significance? If it
does, what could this be? It may be important,
because we cannot control our dreams, and may
be revealing our subconscious thoughts in our
sleep.
We will be looking at Emily Dickinson’s
Because I Could Not Stop for Death in our
upcoming ‘class’. Can you think why? Yes, so
that you are prepared to answer comparative
questions on poetry.
The will to win goes hand in hand with the
will to prepare. Great day to you and God bless!
Beryl Clarke is an independent contributor. Send
questions and comments to
[email protected]
NEXT LESSON: POETRY: ‘BECAUSE I COULD NOT STOP FOR DEATH’
yl:mathematics
CONTINUED FROM PAGE 13
We shall now look at some other examples.
1. Solve 3x2 - 7x -6 = 0
Using factorization:
If 3x2 - 7x -6 = 0
(3 x + 2) (x - 3) = 0
3x + 2 = 0, that is, 3x - 2
x = - 2/3
When x - 3 = 0,
x=3
Answer: x = - 2/3 or 3
2. Solve the equation:
1 - 9x2 = 0
Factorising using difference of two squares:
1 - 9x2 = (1 - 3x)(1 + 3x)
(1 - 3x)(1 + 3x) = 0
1 - 3x = 0 or 1 = 3x x = 1/3
1 + 3x = 0 3x = -1
x = -1/3
Answer: x = 1/3 or -1/3
14
ALTERNATIVELY
2
1 - 9x = 0
9x2 = 1
x2 = 1
9
x = ± 1/3
3. Solve the equation: 3(x +2)2 = 7(x + 2)
3(x +2)2 = 7(x + 2) Clearing the brackets:
3(x2 + 4x + 4) = 7x + 14.
3x2 + 12x + 12 = 7x + 14.
3x2 + 12x -7x + 12 - 14 = 0.
3x2 + 5x - 2 = 0. Factorising:
(3x - 1)(x + 2) = 0
3x - 1 = 0, that is, 3x = 1 x = 1/3
OR x + 2 = 0, that is, x = -2
Answers are x = 1/3 or -2
3(x +2)2 = 7(x + 2) is expressed as
3(x +2)2 - 7(x + 2) = 0
The common factor is ( x + 2)
Factorising ( x + 2 ) ( 3( x + 2) - 7) = 0
( x + 2 ) ( 3x + 6 - 7 ) = 0
( x + 2 ) ( 3x - 1 ) = 0
I am sure you are able to complete the
solution that is : 3x - 1 = 0, x = 1
3
Or x + 2 = 0 x = - 2
Now that you are comfortable with solving
simultaneous linear equations and some
quadratic equations, you can now attempt the
following for homework.
ACTVITITY
NOTE
You may also solve the above using the
factorization method. In this case:
The sum of two numbers is 144. Double the
first number minus thrice the second number is
equal to 63. Express the above in the form of
YOUTHLINK MAGAZINE | NOVEMBER 29-DECEMBER 5, 2016
linear equations and determine the two
numbers.
Solve the following quadratic equations.
1. x2 + 4x + 3 = 0
2. x2 - 8x + 7 = 0
3. x2 - 3x - 10 = 0
4. 6x2 - x - 15 = 0
5. 2x2 - x - 3 = 0
6. x2 + 4x = 12
7. 3x2 - 5x - 2 = 0
8. 8a2 - 1 = 2a
Factorise, b2 - 3b
Solve the simultaneous equations:
3x - 1/2y = 4
9x + 2y = -2
Clement Radcliffe is an independent contributor. Send
questions and comments to
[email protected]
yl:geography
Island
arcs
JUDITH HENRY
Contributor
FOCUS QUESTIONS
What are island arcs?
Where are they located?
How are they formed?
The Ring of Fire is a chain of islands that form as the result of volcanic activity when one tectonic
plate slides underneath another. It is located in a region roughly encircling the Pacific Ocean, where
there is a lot of tectonic activity that causes numerous volcanoes, earthquakes, and island arcs. Most
of the world’s island arcs are in this region.
MEANING AND LOCATION
Island arcs are long, curved chains or series of oceanic islands associated with intense volcanic
and seismic activity, as well as orogenic (mountain-building) processes.
Typically, island arcs have:
A land mass
Partially enclosed, unusually shallow sea (found on its concave side)
A long, narrow deep-sea trench (along the convex side)
Its alignment is arc-shaped and close to a boundary between two converging tectonic plates.
The exception islands arcs are:
The East Indian arcs
The West Indian arcs
The Scotia Arc in the South Atlantic.
the Japanese islands
the Kuril Islands
FORMATION
In one of the first lessons, it was explained that when one tectonic plate meets another and sinks
underneath, subduction occurs. (When oceanic lithosphere meets continental lithosphere.) Many
subduction zones are found in the Ring of Fire. Island arcs can form within these zones. Subduction
zone is found there because the lithosphere under the oceans is denser and heavier than that under
the continent. When the two run into each other, the oceanic lithosphere sinks under the continent.
Also, when two oceanic plates meet, one will sink under the other. The oceanic lithosphere melts
into the asthenosphere and turns into magma. Rocks recycle.
Some of the magma may leak into the crust and simmer up to the surface. When magma bubbles
up to the surface of the earth’s crust, volcanoes are formed. As the volcanoes forming at a subduction
zone erupt, they build up rock at the surface. Over time, enough build up to create a volcanic island
that rises above the surface of the earth.
NOTE:
Island arcs are formed on the opposing edge of a subducted slab. Please note on the diagram that
there is an associated subducting slab and a trench.
Most island arcs consist of two parallel, arcuate rows of islands.
The inner row is composed of a string of explosive volcanoes.
The outer row is made up of no volcanic islands.
In the case of single arcs, many of the integral islands are volcanically active. The majority of
island arcs occur along the western margin of the Pacific Basin. (Making up a part of the famous Ring
of Fire.)
PREVIOUS LESSON: FOLDING
In summary, when two plates meet, the heavier oceanic crust subduct and slab melts when the
edges reach a depth which is sufficiently hot. Hot, melted material from the subducting slab rises and
leaks into the crust, forming a series of volcanoes. Where an island arc is formed.
Next lesson will look at characteristics of:
1. Intrusive volcanic features (sills, dykes, plugs and batholiths);
2. Extrusive volcanic features (caldera, shield volcano, composite cone, lava plateau).
Judith Henry teaches at Ardenne High School. Send questions and comments to [email protected]
NEXT LESSON: INTRUSIVE AND EXTRUSIVE VOLCANIC FEATURES
YOUTHLINK MAGAZINE | NOVEMBER 29-DECEMBER 5, 2016
15
yl:chemistry
Metals
FRANCINE TAYLOR-CAMPBELL
Contributor
TOPIC REVIEW
Metals are electropositive as they
ionise by losing electrons to form cations.
Metals are reducing agents. Their
oxides and hydroxides are basic.
Metals have high melting and boiling
points, are good thermal and electrical
conductors, and are usually solids at room
temperature (except mercury, Hg). The
strong electrostatic attraction between the
metallic ion and the delocalized electrons
in a metallic bond requires a large amount
of energy to break.
Metals are malleable, ductile,
sonorous and usually shiny.
The position a metal holds in the
reactivity series determines its reactivity.
Metals higher in the series are more
reactive than metals lower in the series.
Metals react with oxygen to form
oxides (basic).
Metals react with water or steam to
produce a hydroxide or oxide and
hydrogen gas.
Metals react with acids to produce
salt and hydrogen gas.
Metal carbonates decompose to
produce the oxide and carbon dioxide
when heated, except Na and K.
Metal hydroxides decompose to the
oxide and steam when heated except Na
and K.
Group 1 metal nitrates decompose to
produce the nitrite and oxygen, while other
metal nitrates decompose to produce the
oxide, nitrogen dioxide and oxygen when
heated.
QUESTION:
When sodium nitrate is strongly heated,
it decomposes to give sodium nitrite and
oxygen.
(a) Write a balanced equation for this
reaction.
(b) How could the oxygen in this
experiment be identified?
(c) Determine the change in oxidation
number of nitrogen during the reaction.
Show working.
(d) What products would be formed if
magnesium nitrate was heated?
(e) Why are metal alloys used instead of
the pure metal?
(f) Name a metal alloy of magnesium
and state its use.
ANSWER:
(a) 2 NaNO3 (s) heat = 2 NaNO2 (s) + O2 (g)
(b) Oxygen would be identified if the gas
rekindles or relights a glowing splint.
(c) NaNO3 to NaNO2
If Na = +1 and O = -2 (If sum of
oxidation # must be zero in a compound)
Then N (+5) in NaNO3 and (+3) in NaNO2
So N changes from +5 to +3
(d) If magnesium nitrate was heated then:
2 Mg(NO3)2 (s) heat = 2 MgO (s) + 4 NO2
(g) + O2 (g)
(e) The pure metal is usually softer as
layers can slide over each other when
hit. In an alloy, the new metal is able to
go in-between the layers of the other
metal, thus preventing them from sliding
over each other. This results in a harder
or stronger alloy.
(f) An alloy of magnesium is duralumin
which contains aluminium. This alloy is
used to make aircraft bodies, as it is
light yet strong.
Francine Taylor Campbell is an independent
contributor. Send questions and comments to
[email protected]
PREVIOUS LESSON: OXIDATION AND REDUCTION
16
Lennon High School head coach Merron Gordon is seen here participating in the
mannequin challenge with the Ben Francis Cup in hand.
NEXT LESSON: NON-METALS
YOUTHLINK MAGAZINE | NOVEMBER 29-DECEMBER 5, 2016
yl:biology
MONACIA WILLIAMS
Contributor
OOD DAY, students. How are you? Have
you been enjoying our sessions on
Section C? Remember, you will need to
keep revising the topics we have covered if you
want to be able to answer the relevant questions
on the exam paper. Don’t forget that it is very
easy to get full marks if you are able to answer
the genetics question, and it is equally easy to
score few marks.
G
What have you learnt so far? You have learnt
how sex is inherited. Remember that for you to
have become a girl, you would need to have two
XX chromosomes, and to have become a boy,
you would need to have an X and a Y. You also
learnt about the blood groups, A, B, AB and O,
where, both A and B are dominant and, hence,
when they occur together in blood group AB, the
phenomenon of co-dominance is shown. You
also learnt about the phenomenon of incomplete
dominance, where when the dominant and the
recessive alleles come together, the dominant is
not expressed. Instead, there is a blending of the
two and a new phenotype is produced. Our
example for this was impatiens, where the red
was the dominant colour; white, the recessive;
and the blend, the heterozygote, was pink.
Patterns of inheritance:
Sex linkage
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y,z
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y,z
y,
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y,z
yŚ
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FIGURE 1
Do you remember the different terms to which
you were introduced? You need to know these
because you are often asked to define them and,
like answering in the Schools’ Challenge Quiz,
your definitions need to be precise or you are
going to lose marks!
How was that for a quick revision? Were you
able to keep up? I hope so? What is next? There
is another phenomenon that you need to learn
about and that is the one known as sex linkage.
How does this work? Remember the sex
chromosomes, the XX of females and the XY of
males; these also carry alleles of genes – the X
more so than the Y. Alleles of genes that are
passed on from one generation to the next are
normally carried on the X chromosome, the Y
chromosome, for our purposes at this level does
not carry alleles. Two of the genes that govern
characteristics that are carried are that for colour
blindness and that for haemophilia. These genes
are said to be sex linked because they are found
on the sex chromosome.
Let us see how this works, using haemophilia
as the condition. This is a recessive condition in
humans and will only be expressed when the
offspring is homozygous recessive. If we use H
to represent the allele, then the following is the
notation that is used: XH and Xh, where X
represents the sex chromosome, and H and h,
the alleles. Please note that, as said before,
genetics has its own language and it must be
learnt. If the female is heterozygous XHXh, then
she will have the dominant and the recessive
allele, but unlike previous examples, where the
offspring would be dominant, in this case the
offspring will not have the condition; she is said
to be a carrier. If she is homozygous dominant,
XHXH for the allele, then she will not have the
condition, and since she does not have the
recessive h, she is not a carrier. If she is XhXh,
then she will be a haemophiliac. The inheritance
of the alleles follows the same pattern that we
have been studying so far; the only difference is
that the sex chromosome X is always included
with the allele. Below we will do a diagram that
can be used as an example. (SSee Figure 1)
Notice the results.
Genotypic ratio: XHXH XHXh XHY XhY
Phenotypic ratio: normal female, carrier
female, normal male, haemophiliac male
Note that two males and two females are
produced but look at how the condition is
inherited; no female with the condition is
produced. One female is totally free from the
allele and is, therefore, normal. The other has
the recessive allele and is, therefore, a carrier.
She is phenotypically normal; she does not have
the condition but has the allele, which she can
pass on to the next generation. Look now at the
males; one male is normal and the other is a
haemophiliac. Note that in sex-linked
inheritance, it is much easier for the male to
inherit the condition because he only has one X
chromosome and, hence, can never have the
heterozygote condition, hence can never be a
carrier. Now, substitute colour blindness for
haemophilia and do your own diagram.
Lennon High School Principal Dr Donald Johnson (fourth left) admires the Ben
Francis Cup, which was on display at the school as part of celebrations for the
players and coaches. Joining him were the guidance counsellor, Ainsworth Kelly
(fourth right), vice-principal Taniesha Powell (third right) and several students.
PREVIOUS LESSON: PATTERNS OF INHERITANCE: INCOMPLETE DOMINANCE
See you next week, and remember to practise.
Monacia Williams is an independent contributor. Send
questions and comments to
[email protected]
NEXT LESSON: PATTERNS OF INHERITANCE (WHAT IS A SPECIES?)
YOUTHLINK MAGAZINE | NOVEMBER 29-DECEMBER 5, 2016
17
yl:principles of accounts
Books of original entry:
Discount allowed and discount received
ROXANNE WRIGHT
Contributor
ĂƚĞ
NCE IN business, one can expect to receive cash discount and to give cash discount. A cash
discount is where a firm accepts a smaller sum of money than is owed when full payment is
made within a specific time by the debtor.
O
Discount allowed is the discount a firm gives its customers when their payment terms and
conditions, as agreed, are met.
Question:
On March 1, 2016, Chase Chambers bought some goods from Gloria Black and they agreed that
if Chase Chambers pays the balance of $1,200 within 20 days, she would get a 5% discount on the
amount owed.
You are required to record the transaction in the books of Gloria Black.
Reasoning :
Chase Chambers owes $1200 and, therefore, if she pays on time, she will receive a reduction of
($1200x5% = $60), known in accounting as discount allowed.
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&ŽůŝŽ ŝƐ͘ZĞĐ͘ ĂƐŚ
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Ψ
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ĂŶŬ
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DISCOUNT RECEIVED
Discount received is a reduction given to the firm by the supplier when the firm pays its account
within the discount period allotted. The total discount received is calculated in the cash book and
transferred and entered in the general ledger as illustrated below:
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ŝƐĐŽƵŶƚ ZĞĐĞŝǀĞĚ DĂĞ:ƵůLJ
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dŚƌĞĞĐŽůƵŵŶĂƐŚ ŽŽŬ;džƚƌĂĐƚͿ
ĂƐŚ ĂŶŬ ĂƚĞ
ĞƚĂŝůƐ
1. In the three-column cash book, the entry on the debit side shows the receipt of full settlement,
as was agreed.
ŝƐĐŽƵŶƚƐŝŶ
>ĞĚŐĞƌ
Sales Ledger
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džĂŵƉůĞ͗
SOLUTION
ϮϬϭϲ
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2. When the amount received is added to the discount allowed, full settlement is made.
WORKED EXAMPLE
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DIFFERENCE BETWEEN CASH DISCOUNT AND TRADE DISCOUNT
i. The discount allowed of $60 is deducted from Chase Chambers’ account to indicate that she
owes Gloria Black nothing.
1. The balance on the discount allowed account will be entered in the income statement as a
business expense.
1. Cash discount is a discount given for speedy payments. It is entered in the double-entry
accounts to indicate full settlement.
2. Trade discount is a method of calculating selling price. This is given to firms that buy for resale.
It is not recorded in the double-entry.
Follow us as we trend towards doing a comprehensive coverage of the key areas of the syllabus.
18
2. The cheque received from Chase Chambers must be entered in the bank account. This will, in
reality, be recorded in the cash book:
Roxanne Wright teaches at Immaculate Academy. Send questions and comments to [email protected]
PREVIOUS LESSON: BOOKS OF PRIME ENTRY: SALES JOURNAL
NEXT LESSON: BOOKS OF PRIME ENTRY: GENERAL JOURNAL
YOUTHLINK MAGAZINE | NOVEMBER 29-DECEMBER 5, 2016
yl:office administration
HYACINTH TUGMAN
Contributor
ECORD-KEEPING IS the process of
classifying, arranging, and storing
information so that it can be easily
retrieved. Most offices today use both manual
and electronic filing systems to store their
information.
R
It is important that records be preserved in
order to prevent them from getting torn, defaced,
misplaced or lost. Records are retained so that
they can be found years later. The length of time
a record should be kept will be determined by
the organisation’s policy.
There are two ways to organise a record
keeping system. Record keeping systems may
be centralised or decentralised. Decentralised
files are stored in different places, either near the
persons who use them often or where they fit
best in each office. Centralised files are located
in one area. This is where all information of a
company is stored and managed, either
manually or electronically, or by using a
combination of both methods.
The essential steps for filing are: inspecting,
indexing, coding, sorting and storing.
Sometimes cross-referencing is also done.
INSPECTING
Review each record to determine whether it
should be filed.
Records and
information
management
STORING
Storing involves placing a record in a file
folder in a proper file drawer if you are using a
manual system, or choosing the proper
commands to save a record in an electronic
filing system.
CROSS-REFERENCING
After indexing and coding, you will determine
whether a document may be filed and recalled
under different captions. If this is so, a crossreference sheet showing alternative locations for
finding the document must be prepared or a
photocopy of the original document is placed in
the alternative location(s)
FILING SYSTEMS AND METHODS
INDEXING
Decide on a caption for the record. A caption
is a name, a letter, or a number under which a
record is filed. Indexing is really a mental
process that requires you to make a decision
about file placement.
CODING
Once you have decided on a caption for the
record to be filed, you must assign a code to the
record before filing it. With a record in paper
form, coding is done by underlining or
highlighting the name under which the record
will be filed. This underlining or highlighting
will also serve as a reminder to anyone who
might be using the record and refilling it in the
future.
SORTING
Once you have properly coded the records to
be filed, you are ready to sort them. Arrange
them in the order in which they will be placed in
the file.
Filing systems can be arranged in a variety of
ways, but there are several considerations to be
taken into account in choosing a filing system. It
must be:
Quick and simple to operate.
Easily accessible, i.e., the cabinets must
be conveniently situated, and the files within
the cabinets easy to locate.
Suitable for the particular type of
correspondence dealt with; the size, volume
and nature of the correspondence must be
considered.
Organised to hold current papers only.
Capable of expansion, if required.
Appropriate in size – not using
unnecessary space.
geographic and electronic – all use the
alphabetic method as a part of their system.
1. ALPHABETICAL
Where the files contain mainly
correspondence with individuals and with other
organisations, this is the simplest and most
logical classification method to adopt. Each file
is given a name, usually the name of the person
or organisation to which it relates. The files are
kept in alphabetical order.
Each drawer or shelf of the filing cabinet is
labelled: A-E, F-H, and so on.
ADVANTAGES
It is simple to understand and operate.
Related documents can be conveniently
grouped.
It is suitable for incorporating
miscellaneous papers.
In any record keeping system, there are four
major methods that can be used to organise the
information. The alphabetic method is the most
widely used method because most information
can be easily managed in this way. Other record
keeping methods are: numeric, subject,
PREVIOUS LESSON: RECRUITMENT AND ORIENTATION - PART 2
Filing numerically provides several
advantages. This method is very useful when the
records themselves are numbers, also, unlimited
numbers of new files can be added without
running out of captions. Confidential records
can be thoroughly safeguarded.
3. SUBJECT
Storing and managing information by subject
means that the subjects of documents are more
important to your office than the names on them.
In subject files, information is filed
alphabetically by subject. For example, a main
file labelled ‘Contracts’ would be filed before a
file labelled ‘Legal Cases’.
Subject files can be subdivided into
categories to allow for more efficient storage and
retrieval. For example, a main subject file
labelled ‘Insurance’ might have subcategories
‘Fire’, ‘Theft’, ‘Accident’, and so on.
4. GEOGRAPHIC
Geographic filing is useful when the
information to be stored applies to a particular
location (country, region, or town). First, break
categories down into the most important
geographic divisions for the company’s
operations. Divide these into subdivisions, then
alphabetise within each subdivision.
5. ELECTRONIC
Electronic record is any record that is created,
used, maintained, transmitted, and disposed of
in electronic form. Such records may be stored
in computer memory or on flash drive.
DISADVANTAGES
Confusion may arise with common names.
It is difficult to estimate space requirements.
It is difficult to operate in a large
organisation.
It is necessary to cross-reference because
some documents may be found under more
than one heading.
2. NUMERICAL
METHODS OF CLASSIFICATION
one file under that customer’s name, a bank
would file them according to the account
numbers.
Records can sometimes be retrieved faster if
they are filed by number rather than by name or
subject. For example, a bank has many
customers, and some of these customers may
have savings accounts as well as chequing
accounts, mortgages, and personal loans. Rather
than combine all the records of an individual in
Records maintained on electronic records
storage systems are more susceptible to
alteration, loss, and unauthorised access and
disclosure of information than records stored in
other forms. As a result, a specific set of
procedures must be included in the overall
records management programme to ensure the
security, accuracy, and accessibility of the
records.
Next week, I will look at other aspects of
records and information management. Have a
good week.
Hyacinth Tugman is an independent contributor. Send
questions and comments to
[email protected]
NEXT LESSON: MANAGING THE RECORDS SYSTEM
YOUTHLINK MAGAZINE | NOVEMBER 29-DECEMBER 5, 2016
19
yl:social studies
MAUREEN CAMPBELL
Contributor
ROUP COHESION determines how well a
group holds together. It may further be
looked at as the extent to which a group
sticks together in pursuit of a common goal.
When group cohesion is intense, a group will
remain strong and stable. Every group needs
some aspect of cohesiveness in order to endure
and become successful.
G
Every relationship needs some form of
cohesiveness. The different aspects of cohesion
include: leadership, control, cooperation,
authority, commitment and loyalty. This cohesive
force and bond between groups is what enable
them to successfully resolve conflict and last for
many years. A group in which there is a lack of
cohesiveness may face conflict because of the
lack of bond between its members.
Group
cohesion
FIGURE 1
Group cohesion is not caused by any one
factor, but it is the interaction of more than one
factor. Group cohesion may have an effect on
group performance. However, group
performance may create or increase group
cohesion.
LAISSEZ-FAIRE LEADERS
a way that makes it more cohesive and
consistent. In its essence, leadership in an
organisational role involves:
(1) Establishing a clear vision or goal for
members of the group.
(2) Sharing that vision with others, which
becomes essential so that they will follow
willingly.
(3) Providing timely and good information
and strategies to realise the vision of the
group.
(4) Coordinating and balancing the conflicting
interests of all involved in this group.
LEADERSHIP
WHAT IS LEADERSHIP?
Leadership can be defined as the capacity to
influence people, by means of personal
attributes and/or behaviours, to achieve a
common goal. Leadership is a procedure by
which a person directs the group/organisation in
play a major role in guiding the activities of
the group.
4. A leader helps to create confidence, so
individuals will want to remain in this group.
5. A leader builds morale and achieves full
cooperation so that members perform to the
best of their abilities as they work to achieve
goals.
6. A leader keeps human relations in mind;
there should be personal contacts with
members in order to listen to their problems
and help to solve them.
7. A leader must have mutual respect, trust
and the ability to help in achieving the goals.
CHARACTERISTICS OF A LEADER:
1. A leader is a person who posses good
communicating skills; this is necessary in any
group.
2. A leader motivates others with rewards and
gives incentives to group members.
3. A leader must not only supervise but also
PREVIOUS LESSON: FORMAL AND INFORMAL GROUPS
20
They make decisions without consulting their
team members, even if their input would be
useful. This may be appropriate when there is
need to make decisions quickly, when there’s no
need for team input, and when team agreement
isn’t necessary for a successful outcome.
However, this style can be demoralising, and it
can lead to high levels of absenteeism and staff
turnover.
They make the final decisions, but they
include team members in the decision-making
process. They encourage creativity, and people
are often highly engaged in projects and
decisions. As a result, team members tend to
have high job satisfaction and high productivity.
This is not always an effective style to use,
though, when a quick decision needs to be
made.
Group cohesion is the factor causing
members of a group to stay in the group or be
attracted to the group. Group cohesion is viewed
as the social glue that binds a group together.
(sstudy.com)
The possibility of getting the above will be
based on having leadership, control,
cooperation, authority, commitment and loyalty.
These are all necessary for the continuation of a
cohesive group.
AUTOCRATIC LEADERS
DEMOCRATIC LEADERS
WHY IS GROUP COHESION
IMPORTANT?
Everyone wants to feel wanted, accepted,
appreciated, a part of a group to be recognised
by others. When an individual thinks about
group cohesion, the following factors will
become very necessary in order for him or her to
achieve this. (See figure 1)
Kurt Lewin, a psychologist, developed his
framework in the 1930s with regard to the
leadership styles he saw. He argued that there
are three major types of leaders:
LEADERSHIP STYLES
Leadership styles are determined in terms of
decision-making styles. This is the manner and
approach of providing direction, implementing
plans and motivating people.
They give their team members a lot of
freedom in how they do their work and how they
set their deadlines. They provide resources and
advice if needed but, otherwise, they don’t get
involved. This autonomy can lead to high job
satisfaction, but it can be damaging if team
members don’t manage their time well, or if they
don’t have the knowledge, skills or selfmotivation to do their work effectively.
TRADITIONAL AUTHORITY
Obedience is based upon customs or
tradition, for example, involving kings, queens
and chiefs. This is power legitimised through
respect for long-established cultural patterns.
People obey traditional authority because ‘it has
always been that way’.
RATIONAL-LEGAL AUTHORITY
Obedience is based upon the position held by
superiors within the group/organisation. Power
is legitimised by legally enacted rules and
regulations, for example, police officers,
executives and supervisors.
CONTINUED ON PAGE 24
NEXT LESSON: DYNAMICS OF GROUPS AND INSTITUTIONS
YOUTHLINK MAGAZINE | NOVEMBER 29-DECEMBER 5, 2016
yl:information technology
Binary representation and manipulation
NATALEE A. JOHNSON
3. Convert 32178 to its decimal equivalent.
000/101/ 011/ 010/ 001
Contributor
OOD DAY, students. This is lesson 11 in our series. In this
week’s lesson, you will be learning about base 8 (octal)
conversions and base 16 (hexadecimal) conversions.
G
Let us now look at how the hexadecimal system works. We will
start looking at it this week, but we will conclude looking at it with
subsequent examples next week.
STEP 2
Convert the 3-bit binary to octal (to do this you can use your
BCD table and just remember you are simply using one bit less)
3-bit Section of Binary Number 000 101 011 010 001
PRACTICE QUESTIONS
Here are two questions to recap what we did in the previous
lesson.
1. Using an 8-bit binary representation, give the:
(i) Binary representation for the decimal number 14
(ii) Ones complement representation for the decimal number -14
(iii) Twos complement representation for the decimal number -14
(iv) Sign and magnitude representation for the decimal number
-14
2. The ASCII representation of ‘D’ is 1000100. What is the
ASCII representation of ‘B’ and ‘I’?
3. Find the decimal equivalent of the following twos
complement representation: 11110100
Equivalent Number
0
5
3
2
HEXADECIMAL SYSTEM
1
The Hexadecimal System uses 16 digits: 0, 1, 2, 3, 4, 5, 6, 7, 8,
9, A, B, C, D, E, F, and, thus, the base is 16.
Therefore, 0110010110100012 = 053218
DECIMAL TO OCTAL
The conversion of a decimal number to its base 8 equivalent is
done by the repeated division method (similar to what we did
when we learnt how to convert a decimal number to binary). You
simply divide the base 10 number by 8 and extract the
remainders. The first remainder will be the LSD, and the last
remainder will be the MSD.
EXAMPLE 2
Convert 4010 to base 8.
BINARY TO OCTAL CONVERSION
The range of values for (octal) base 8 is 0 - 7 and the table
below shows the 3-bit binary equivalent for a given base 8 value.
8 40 Remainder
8 5 0
0 5
LSD
MSD
Hexadecimal numbers are compact and easy to read. It is very
easy to convert numbers from the binary system to a hexadecimal
digit using this table:
Decimal (Base 10) Binary (Base 2) Hexadecimal (Base 16)
0
0000
0
1
0001
1
2
0010
2
3
0011
3
4
0100
4
5
0101
5
6
0110
6
7
0111
7
8
1000
8
9
1001
9
10
1010
A
11
1011
B
12
1100
C
13
1101
D
14
1110
E
15
1111
F
>ĞƚƚĞƌƐĂƌĞƵƐĞĚ
ƚŽƌĞƉƌĞƐĞŶƚ
ĚŽƵďůĞĚĞĐŝŵĂů
ĚŝŐŝƚƐ͘
Decimal Binary Base 8
vert from an
0
000
0
1
001
1
2
010
2
3
011
3
4
100
4
5
101
5
6
110
6
7
111
7
OCTAL TO DECIMAL
The procedure to do this is quite similar to what you learnt
when we looked at converting a binary number to decimal. First,
you write out the number to be converted, placing each digit under
the proper position. Second, you multiply the decimal equivalent
by the corresponding digit of the octal number. Finally, add the
subsequent answers. See the example below:
integer binary num
To convert from an integer binary number to octal:
1) First split the binary number into 3-bit sections from the
least significant bit (LSB) to the most significant bit (MSB).
2) Convert the 3-bit binary number to its octal equivalent.
EXAMPLE 3
Convert 6438 to its decimal equivalent.
2
8
1
8
6
4
3
8
0
Please remember octal conversion is the use of base 8
EXAMPLE 1
Convert the binary number 000101011010001 into its octal
equivalent.
STEP 1
Split the binary digit
CONVERTING A HEXADECIMAL NUMBER TO DECIMAL
Write out the number from MSD to LSD as shown below:
508
4010 = 508
(64 x 6) + (8 x 4) + (1 x 3)
384 + 32 + 3 = 419
PRACTICE QUESTIONS
1. Convert this binary digit: 011000100010 to base 8.
2. Convert 40010 to octal.
PREVIOUS LESSON: THE COMPLEMENT OF AN INTEGER NUMBER
The procedure to do this is quite similar to what you learnt
when we looked at converting a binary or octal number to decimal.
First, you write out the number to be converted, placing each digit
under the proper position. Second, you multiply the decimal
equivalent by the corresponding digit of the hexadecimal number.
Finally, add the subsequent answers. See the example below:
EXAMPLE 1
163
162
161
160
1
1
2
8
Convert the number 1128 hexadecimal to decimal.
(1 x 4096) + (1 x 256) + (2 x 16) + (8 x 1)
(4096) + (256) + (32) + (8) = 4392
112816 = 439210
We have come to the end of this lesson. See you next week
when we will continue to look at hexadecimal numbers.
Remember, if you fail to prepare, you prepare to fail.
Natalee Johnson teaches at Ardenne High School. Send questions and
comments to [email protected]
NEXT LESSON: HEXADECIMAL SYSTEM
YOUTHLINK MAGAZINE | NOVEMBER 29-DECEMBER 5, 2016
21
yl:caribbean studies
JASON MCINTOSH
Contributor
OBJECTIVES
FOR STUDENTS to gain an understanding of
the geographical impact on Caribbean culture
and society, for instance, the impact of natural
disasters such as flood, earthquakes and
drought on the social displacement on their lives
and the region.
PERFORMANCE OBJECTIVES:
1. Examine the main tenets of the plate
tectonics theory.
2. State the three types of plate boundaries
and describe the movement of each.
3. Identify the location and movement of the
Caribbean plate and its interaction with other
plates.
4. Assess the extent to which earthquakes and
volcanoes have resulted in social displacement.
INTRODUCTION TO PLATE TECTONICS
– STRUCTURE OF THE EARTH
The Earth consists of three concentric layers:
core (subdivided into the inner and outer core),
mantle and the crust. The crust is made up of
tectonic plates, which are in constant motion.
Earthquakes and volcanoes are most likely to
occur at plate boundaries.
1. The inner core is in the centre and is the
hottest part of the Earth. It is solid and made up
of iron and nickel with temperatures of up to
5,5000C. With its immense heat energy, the inner
core is like the engine room of the Earth.
2. The outer core is the layer surrounding the
inner core. It is a liquid layer, also made up of
iron and nickel. It is still extremely hot, with
temperatures similar to the inner core.
3. The mantle is the widest section of the
Earth. It has a thickness of approximately 2,900
km. The mantle is made up of semi-molten rock
called magma. In the upper parts of the mantle
the rock is hard, but lower down the rock is soft
and beginning to melt.
4. The crust is the outer layer of the earth. It is
a thin layer between 0-60km thick. The crust is
the solid rock layer upon which we live.
There are two different types of crust:
continental crust, which carries land, and
oceanic crust, which carries water.
22
Geographical impact
on Caribbean society
and culture
Earth’s crust caused by the sudden release of
stored energy when plates are displaced
(moved) along a fault line.
PLATE TECTONICS- MAIN TENETS
These waves are recorded and measured by
sensitive instruments called seismographs. As
seismic waves radiate out from the focus, they
are strongest at the epicentre and weaken
gradually as they spread further away.
Plate tectonics is a relatively new theory
that has revolutionized the way geologists
think about the Earth.
Plate: Large slab of solid rock.
Tectonics: from the Greek root ‘to build’
The plate tectonics theory was developed
on the ideas brought forward by Wegener’s
continental drift theory and Harry Hess’ theory
of seafloor spreading.
THE THEORY OF PLATE TECTONICS
1. The Earth’s crust is made of several plates
– both major and minor, which are constantly in
motion (driven by convection currents in the
mantle) and interacting with each other.
Crustal plates
Major
Minor
North American
Caribbean
South American
Cocos
African
Nazca
Eurasian
Scotia
Australian
Arabian
Pacific
Phillipines
Antarctic
Juan de Fuca
2. This plate motion causes them to collide,
pull apart, or scrape against each other. These
are the plate boundaries, or plate margins.
a. Divergent or constructive plate margin –
this is where plates move away from each other.
b. Convergent or destructive plate margin –
this is where plates are moving away from each
other.
c. Transform or conservative plate margin –
this is where plate are sliding past each other.
3. This plate motion causes the plates to
interact with each other, which gives rise to the
occurrence of earthquakes and volcanic activity
at the edge of the plate boundaries.
THE CARIBBEAN PLATE
The Caribbean Plate is a mostly oceanic
tectonic plate underlying Central America and
the Caribbean Sea off the north coast of South
America.
Earthquakes are described as having a focus
and an epicentre. The focus is the source in the
Earth’s crust where the earthquake originates.
The point on the Earth’ surface directly above the
focus is the epicentre. The strength of the
seismic waves released from the focus
determines the magnitude of the earthquake.
Roughly 3.2 million square kilometres (1.2
million square miles) in area, the Caribbean
Plate borders the North American Plate, the
South American Plate, the Nazca Plate and the
Cocos Plate. These borders are regions of
intense seismic activity, including frequent
earthquakes, occasional tsunamis and volcanic
eruptions.
The movements of plates along the plate
boundaries are not smooth. This is due to the
huge amount of friction between the rock surface
colliding, diverging or sliding plates. When the
rocks are stressed by the great amount of
friction, they may bend, and stored energy
gradually accumulates in the bend.
Much of the Caribbean region lies on the
Caribbean Plate. The boundaries of the
Caribbean Plate are extremely active as it is
being squeezed by converging plates on either
side.
Finally, when the stress becomes too great,
these bent rocks will snap free to their new
positions along a fault line. At the same time, the
stored energy is released as seismic waves,
which cause ground vibrations and earthquakes
to occur.
On the northern edge, there is a transform
boundary between the Caribbean Plate and
North American Plate. Sideways movement
occurring along this boundary has been
responsible for several major earthquakes, the
most recent being the 2010 Haiti earthquake,
which killed over 230,000 persons.
At the western boundary, oceanic crust
making up the Cocos Plate is subducting
(sinking) beneath the Caribbean Plate, forming a
zone of volcanoes, earthquakes and fold
mountains in Central America.
The Southern boundary is highly complex,
being part convergent and part transform. While
earthquakes do occur here, it is not as active as
the other Caribbean Plate boundaries.
PLATE TECTONICS AND THE
OCCURRENCE OF EARTHQUAKES
Earthquakes are sudden vibrations of the
YOUTHLINK MAGAZINE | NOVEMBER 29-DECEMBER 5, 2016
Earthquakes in the region, over the years,
have resulted in numerous effects and widescale social displacement. Social displacement
occurs when a population becomes fragmented
or separated during a natural disaster due to
evacuation or migration. Earthquakes are known
to cause:
Destruction of life and property, and this is
accompanied by disruption of communication
lines. In addition to this is the outbreak of
uncontrollable fires from broken gas lines.
Landslides and rock fall, depending on the
magnitude, which can lead to loss of lives and
destruction of property.
Gigantic waves called tsunamis result in
destruction of coastal areas, for e.g., in 1692
great damage was done to Annotto Bay, Buff Bay
and Port Antonio in Jamaica.
Loss of culture and traditions.
Trauma and emotional stress.
CONTINUED ON PAGE 24
yl:communication studies
Verbal
communication
Part 2
is also referred to as the phatic purpose of
language.
THE IDENTIFYING PURPOSE
Ever notice how your ears perk up when you
have travelled far overseas and you hear that
familiar Jamaican talk? Very often, it is more
than just the accent. We Jamaicans have an
absolutely unique way to express ourselves.
We immediately identify the speaker as being
‘one of our own’ by virtue of his/her speech.
This describes the identifying function of
language.
Language can help to reinforce our sense of
belonging, not just to a country, but also to
social groups. Teenagers use language
differently from many adults, yuhzime?
Based on the way I write these articles you
may be able to make a guess about just how far
I am from my teenage years. LOL! Slogans,
anthems, chants, etcetera, also help to identify
you as belonging to certain groups.
THE RITUAL PURPOSE
Certain rituals, traditions, ceremonies, and
religious practices make use of particular
words, phrases, and chants for conducting the
various observances. This use of language
helps to maintain order and structure.
Examples of this include The Lord’s Prayer, The
Apostle’s Creed, popular Psalms, and such like.
TRUDI MORRISON REID
THE EXPRESSIVE PURPOSE
THE DIRECTIVE PURPOSE
Contributor
This is also referred to as the Reflective
purpose. This facilitates the expression of
emotions as one can use language to vent
and to share feelings through both speech
and writing. It may take the form of poems,
songs, stories, plays, and so on. This is why
that creative section of your internal
assessment is called the reflective section.
When language is used to give direct
commands, or instructions, or make
requests, that’s the directive purpose at
work. It can also be used to provoke
responses from persons such as in political
debates and church sermons. This form of
directive language use is also called the
cognitive function of language.
AST WEEK, we explored the
characteristics of language. This week,
we will look at the main purposes of
language.
L
Language serves a variety of purposes or
functions, some of which are:
THE INFORMATIVE PURPOSE
This refers to the fact that language is
used to inform or to communicate.
Language, therefore, is used to communicate
ideas, feelings, and general information in
order to inform. Examples of language being
used to inform are textbooks, legal
documents, news reports, this
Communication Studies lesson, etcetera.
Please bear in mind that in addition to
expressing feelings, language used in this
way can also evoke feelings in others. You
write a poem to your favourite relative telling
him/her why he/she is your favourite, and you
gush sentiments of love and admiration. Your
relative may express to you how the poem
made him/her feel and also express that the
feeling is mutual.
PREVIOUS LESSON: VERBAL COMMUNICATION
THE SOCIAL PURPOSE
Language is often used to facilitate social
interactions, so daily greetings of ‘Good
morning’, ‘What a lovely day it is today’, and
so forth can be considered ‘conversation
starters’. Although a response is not
necessary, it may just be the opening you
need to start interacting with someone. This
Please note that language use is a very
dynamic thing and, therefore, it is very unlikely
that one purpose would operate in isolation of
all others. They tend to overlap, but usually
one is more dominant that the other(s).
SOMETHING TO THINK ABOUT
(See comic strip)
Based on Sean’s response, identify one
function of language.
List three functions of language, other
than the social function, and list an occasion
when each of these functions of language
would be used.
Thanks for the feedback! Keep ’em coming.
Trudi Morrison Reid teaches at The Queen’s School. Send
questions and comments to
[email protected]
NEXT LESSON: TYPES OF DISCOURSE
YOUTHLINK MAGAZINE | NOVEMBER 29-DECEMBER 5, 2016
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CONTINUED FROM PAGE 10
CONTINUED FROM PAGE 20
CHARISMATIC AUTHORITY
ACTIVITY
Subordinates voluntarily comply with a leader because of his/her
special or extraordinary personal qualities or abilities that inspire
devotion and obedience. For example, Martin Luther King and Mahatma
Ghandi.
Complete the activity that I have given below and in the
next lesson I will provide the answers.
INSTRUCTIONS
Identify the literary device that is being used in each
sentence below.
1. The door protested as I opened it slowly.
2. Seven slippery slugs slid slowly southward.
3. He was caught in a web of lies and deceit.
4. Here he was in the middle of the ocean and he was
dying of thirst.
5. The storm attacked the town with great rage.
CONTROL IN A GROUP
Social control is the attempt by groups to regulate the members’
thoughts and behaviours. Sanctions, which involve rewards and
punishments, help the members of a group to encourage conformity to
the group’s rules, regulations and other expectations.
6. He led his regiment from behind.
7. Graduating from school is bittersweet.
8. Find everything hair in the Yellow Pages.
9. A cloud of mosquitoes was above his head.
10. Her arms are as skinny as broomsticks.
I will see you on the other side of this week.
ANSWERS TO LAST WEEK’S ACTIVITIES:
Activity 1: has, is, wants, displays, contain, is, seems,
lives, is, are
Activity 2: has, needs, are, is, fail, occur
Melissa McKenzie teaches at Old Harbour High School. Send
questions and comments to [email protected]
COOPERATION WITHIN GROUPS
Cooperation is so important in human life that it is difficult for
groups to survive without it. Cooperation is the foundation on which
our social life is built. Without active cooperation of fellow beings, no
one can lead a happy and comfortable life. Cooperation is a basic
process of social groups. They cannot survive without this. It is the very
basis of a group’s existence. Cooperation is the common effort of a
group for mutual benefit.
Cooperation is teamwork and every member must play his part for
the good of the group. It is the best way to truly achieve group goals.
Cooperation is working together peacefully, getting over obstacles
and refraining from individual blame.
It requires recognising others’ strengths and using them for the
common good, treating others equitably, recognising the needs of
each member of the group and helping in whatever way possible.
COMMITMENT AND LOYALTY
Commitment is the state or quality of being dedicated to a cause or
activity. Every group needs persons who will stick to achieving goals
through thick and thin. The most influential factor that will create a
positive relationship between group cohesion and group performance is
when the group members’ commitment to the organisation’s
performance goals and norms is high.
One of the most important attributes that a group need is loyalty.
Loyalty is a noble value among members of a group. A loyal person is a
valuable asset to any group, as loyalty involves obedience, sacrifice and
empathy in human character. A loyal person bears a moral character
and disciplined manners. A loyal person may be likened to a gem.
ACTIVITY
1. Suggest three ways in which a leader can prepare him/herself for
leadership.
2. Do you agree or disagree that: ‘leaders are made, not born’? Give
three reasons for your belief.
CONTINUED FROM PAGE 22
PLATE TECTONICS AND VOLCANIC ACTIVITY
Similar to earthquakes, there is a direct relationship
between plate tectonics and volcanic activity. Volcanoes
are not randomly distributed over the Earth’s surface.
Most are concentrated on the edges of continents, along
island chains, or beneath the sea forming long mountain
ranges. More than half of the world’s active volcanoes
above sea level encircle the Pacific Ocean to form the
circum-Pacific ‘Ring of Fire’. In the past 25 years,
scientists have developed a theory—called plate
tectonics—that explains the locations of volcanoes and
their relationship to other large-scale, geologic features.
When tectonic plates spread apart from each other, hot
magma rises up and fills the space between. As it cools, it
forms new land, either on the continents or on the
seafloor, depending on where the plates are located.
When the plates come together, one of them may get
pulled under the other one, getting recycled back into
Earth’s interior. During this process, called subduction,
the piece of crust getting pulled under is melted and
turned into magma – the very magma that erupts from a
volcano.
Volcanic activity occurs all over the Caribbean region.
However, most of the active volcanoes are situated in the
Eastern Caribbean due to the eastern boundary, which is
the subduction zone. It is also known as the Lesser
Antilles Subduction Zone, where oceanic crust of the
South American Plate is being subducted under the
SOURCE
Group Cohesion: Theory and Definition at study.com
Leadership Styles: Choosing the Right Approach for the Situation at
mindtools.com
Maureen Campbell teaches at St Hugh’s High School. Send questions and comments
to [email protected]
24
yl:caribbean studies
QUOTE OF
THE WEEK
Caribbean Plate. This formed the volcanic islands of the
Lesser Antilles Volcanic Arc from the Virgin Islands in the
Nnrth to the islands off the coast of Venezuela in the
south.
POSITIVE IMPACTS
Valuable minerals such as gold, nickel copper in
locations such as the Pakaraima area in Guyana.
Good farming soil from weathered volcanic rocks
e.g., slopes of Mt Misery in St Kitts.
Hot springs which are potential for geothermal
energy in countries such as St Lucia and Dominica.
Major tourist attraction – sulphur springs in St
Lucia, boiling lake in Dominica.
Creates consciousness among Caribbean people
as to the threat of natural disaster.
NEGATIVE IMPACTS
Destruction of lives and property; displacement of
people and sometimes loss of culture.
Pollution due to contamination of water supply by
ash, dirt and gases.
Poisonous gases released into the atmosphere,
resulting in respiratory ailments.
Mudflows which destroy vegetation and
infrastructure.
Changes in weather pattern due to clouds of ash,
which decrease the amount of sunlight reaching the
Earth.
Jason McIntosh teaches at The Queen’s School. Send questions and
comments to [email protected]
“Poetry is when emotion has found its thought
and the thought has found words.”
~ Robert Frost
YOUTHLINK MAGAZINE | NOVEMBER 29-DECEMBER 5, 2016