Keneisha Johnson (right), sixth-form student at The Queens School, accepts a gift from Kelly-Ann Sharpe, data entry

clerk of JN Small Business Loans. Keneisha finished second in

the 13 to17-year-old category of the Office of the Public Defender Essay Competition held during the summer. Keneisha won money towards her school fees, a gift basket, a
certificate and a plaque courtesy of the Office of the Public Defender. The awards ceremony was held at the offices of the Ministry of Finance and Planning, Heroes Circle,
Kingston, on October 23.
YOUTHLINK MAGAZINE | NOVEMBER 11-17, 2014

11

yl:english language
MELISSA MCKENZIE
Contributor

ELLO, STUDENTS. This week we will

begin our focus on summary writing.
Did you unscramble the letters I gave
you in the last lesson? Here are the answers:
concise, extract, condense, paraphrase,
contract.

These words are key aspects of summary

writing and, as we explore this topic, you will
note their significance.
Your ability to summarise is assessed in
Paper 02, Section One, of the English A
examination. Candidates are usually given an
extract/passage to read that is usually
expository or persuasive in nature. This
section is valued at 30 marks and you are
graded for content, expression and language,
with each area attracting 10 marks. Your
finished summary should be no more than
120 words. Also, you are usually expected to
complete your summary in 30 minutes, which
means time management is important.
This section of the paper has been quite
challenging for some students over the years.
It is, therefore, necessary for us to work
through the features of a summary and the
various techniques you can undertake in order
to improve your summary skills.
Please note that summary writing is a life
skill. It is not a skill that is merely needed for
examination purposes; summarising can be
seen in every aspect of our lives. Have you
ever written or listened to minutes, prepared a
report, related an incident or watched the
nightly news? All these involve elements of
summarising.
The following are benefits of summary
writing:
 improvement of reading skills.
 development of vocabulary skills.
 enhancement of critical thinking skills.
 improvement of writing and editing
skills.
Let us now look at the features of a
summary.

DEFINITION
A summary is a shortened version of a
longer piece of writing. Summary writing

12

Summary
writing
entails removing unnecessary details in order
to retain the gist of the original information.
For some students, the greatest challenge
they experience when they are to summarise a
passage results from a lack of understanding
of what they read and an inability to
paraphrase the details they select. If you are
going to produce a superior summary, or even
one that demonstrates competence, then the
following summary skills are essential:
 The ability to select key information
This means extracting information that is
relevant to your answer. Information that is
relevant to your answer depends on the
aspect(s) of the text you are to summarise.
 The ability to condense information
This means reducing the length of the given
information while preserving the important
points. This can be done by omitting
unimportant details or using single words to
replace phrases or clauses (contracting
information).
 The ability to reorganise or rearrange
information This means taking the given
information and arranging it in a different way.
 The ability to paraphrase This means
saying something in a different way by
using your own words without changing the
meaning.
Simply put, you need to know what the
main idea as well as the supporting points
are, how to organise the essential information
you have noted and how to use your own
words to communicate all this.
Let us look at a simple passage. Read it
and identify the main idea and its supporting
points.

Today, I would like to share with you a little

about video games. I have children at home
and I know how much they love playing video
games. In fact, children would sometimes
skip meals and family outings just to spend
time in front of the computers playing these
games. Often, we think its just a phase they
will outgrow but, more often than not, they do
not outgrow it.
The dangers of such games are many. For
one, when children spend hours in front of the
computer screens, nothing else matters. They
lose interest in their studies. What becomes a
priority is their game. They become addicted
to the games and will become agitated if they
do not get their daily fix.
Moreover, when children spend so much
time alone in their little virtual world, they
have no interest in socialising with other
children. This will lead to antisocial
behaviour.
These games are expensive, too. An
original copy of the Counter Strike game
children these days are so fond of can easily
cost a hundred dollars. Nevertheless, they are
willing to spend their entire allowance on just
one game.
Clearly, the passage is focusing on video
games but what specifically about video
games is the passage focusing on? If you
have identified the negative impact of video
games on children as the main idea, then you
are correct. The passage then goes on to
outline the dangers such as:
 Children neglect their schoolwork
because they are so fixated on playing the
games.

YOUTHLINK MAGAZINE | NOVEMBER 11-17, 2014

 Children are no longer inclined to

interact with their peers.
 Children spend a great deal of money to
acquire these expensive games.
The dangers that are outlined would be the
points the writer uses to support his position
on the dangers of video games.
Here is a summary of the speech in no
more than 60 words.
Video games can bring about several ill
effects. Children who play video games tend
to become addicted and neglect their studies
when they become too fixated on playing
these games. Also, children are no longer
inclined to interact with their peers. Moreover,
children tend to spend too much money on
acquiring these expensive games.
(54 words)
Although this is a simple passage, you
would use the same approach to select the
main idea and supporting points in a CXCtype extract. Remember to ask yourselves
these questions:
 What is the extract about?
 What is the writers purpose for writing
the extract?
 What are the points he/she uses to
support the main idea?
Here are the steps you can follow to
prepare your summary piece for the English A
examination:
1. Read the passage at least twice. The first
reading is to establish a general
understanding of the passage and the other
readings are to identify the main idea and its
supporting points.
2. Make jottings and underline key
sentences as you work on identifying the main
idea and supporting details.
3. Omit irrelevant details such as
repetition/redundancies, statistics, examples,
figures of speech, etc. Only the most salient
features of the extract should be in your
summary.

CONTINUED ON PAGE 14

yl:social studies

Celebrating differences
Diversity is the one true thing we have in common.
Celebrate it every day. -Anonymous
MAUREEN CAMPBELL
Contributor

S PEOPLE worked and lived together,

they developed distinctive cultures.
Together the cultures of the world create
a rich and varied tapestry. The resulting
cultural diversity expands choices, nurtures a
variety of skills, human values and world
views. Culture may be defined as the way of life
the shared, learned behaviour of people. It
includes the way we think and what we do as
members of a society. Culture encompasses
the ideas, values, beliefs, literature, religion
and the philosophy of a people. The most
important aspect of our culture is that it is
shared, learned, adaptive behaviour. Culture is
that which shapes us; it shapes our identity
and influences our behaviour. Culture is our
way of being that is passed down from one
generation to the next.

WHAT IS CULTURAL DIVERSITY?

The phrase cultural diversity means a
range of different societies or people of
different origins, religions and traditions all
living and interacting together. Jamaica has
benefited from diversity throughout its history
and, along with the other Caribbean
countries, is one of the most culturally
diverse regions in the world.
The concept of diversity encompasses
acceptance and respect. It means
understanding that each individual is unique
and recognising our individual differences.
These can be along the dimensions of race,
ethnicity, gender, sexual orientation, socioeconomic status, age, physical abilities,
religious beliefs, political beliefs or other
ideologies. It is the exploration of these
differences in a safe, positive and nurturing
environment. It is about understanding each
other and moving beyond simple tolerance to

embracing and celebrating the rich

dimensions of diversity contained within each
individual.

continued contribution within an inclusive

cultural context which empowers all within
the organisation or society.

It cannot be overemphasised that valuing

our diverse culture is all about understanding
and respecting the beliefs of others and their
way of life, as we would expect someone to
respect ours. It is about supporting
individuals in keeping their cultural traditions
alive and appreciating the fact that all these
different traditions will enrich the lives of the
peoples in our countries both today and in the
future.

Sociologist Dr Caleb Rosado, who

specialises in diversity and multiculturalism,
described seven important actions involved in
the definition of multiculturalism/culturally
diverse:
 recognition of the abundant diversity of
cultures.
 respect for the differences.
 acknowledging the validity of different
cultural expressions and contributions.
 valuing what other cultures offer.
 encouraging the contribution of diverse
groups.
 empowering people to strengthen
themselves and others to achieve their
maximum potential by being critical of their
own biases.
 celebrating rather than just tolerating
the differences in order to bring about unity
through diversity.

A DIVERSE HISTORY
Cultural diversity in the Caribbean goes as
far back as our recorded history. Only when
we consider our history do we get a true
picture of how diverse the Caribbean really is.
Each group of settlers, the Spanish, English,
Africans and all other indentured labourers
and immigrants, brought with them different
foods, fashions, languages, beliefs and
lifestyles. It is, therefore, obvious that people
from all over the world have contributed to the
Caribbean we live in today, and they continue
to do so. The food we eat, the music we listen
to and the clothing we wear have all been
influenced by different cultures coming into
the Caribbean. In the Caribbean, we are living
in a region with a rich cultural heritage but the
value in this diversity is sometimes not fully
seen.
The term culturally diverse is often used
interchangeably with the concept of
multiculturalism. This is defined as:
a system of beliefs and behaviours that
recognises and respects the presence of all
diverse groups in an organisation or society,
acknowledges and values their sociocultural
differences and encourages and enables their

WHY IS CULTURAL DIVERSITY A

GOOD THING?
 Culture is the lens through which we
evaluate everything around us; we evaluate
what is proper or improper, normal or
abnormal, through our culture.
 Cultural diversity is important because
our country, workplaces and schools
increasingly consist of various cultural, racial
and ethnic groups.
 Learning about other cultures helps us
to understand different perspectives within the
world in which we live and helps dispel
negative stereotypes and personal biases
about different groups.
 Cultural diversity helps us recognise
and respect ways of being that are not
necessarily our own, so that as we interact

YOUTHLINK MAGAZINE | NOVEMBER 11-17, 2014

with others we can build bridges to trust,

respect and understanding across cultures.
 This diversity makes our country a more
interesting place to live, as people from
diverse cultures contribute language skills,
new ways of thinking, new knowledge and
different experiences.

IDENTIFYING CARIBBEAN DIVERSITY

In the Caribbean, the attributes which
cause us to speak of cultural diversity in the
Caribbean may be recognised in the following
ways:
 Religious differences.
 Racial mixtures and differences.
 Different cultural heritages from the
various colonizers.
 Culture as expressions of popular
culture, for example, in music, dance,
drama, literature and art and craft.
 Socio-economic groups which
experience different lifestyles.
 The different values and characteristics
that comprise rural and urban living.

ACTIVITIES
1. Define the terms culture and cultural
diversity.
2. Why is culture seen as the lens in a
society?
3. State four areas of cultural attributes that
show evidence of cultural diversity in the
Caribbean.
4. Suggest thre ways in which historical
factors have contributed to cultural diversity
in the Caribbean region. Justify your answer.
Next week, we will move on to the society:
social groups
Maureen Campbell teaches at St Hughs High School.
Send questions and comments to
kerry-ann.hepburn@gleanerjm.com

13

yl:geography

Primary economic activity in the Caribbean

MESHECH GREEN
Contributor

I AND welcome to another lesson in

geography. In the last lessons, we
looked at the types of economic
activities to the Caribbean and their
importance. We also looked at some examples
of each type of economic activity. This time
around I will be looking at the primary activity
agriculture. Here are our objectives for this
lesson.

The objectives in this lesson are to:

A. Define agriculture.
B. Differentiate between the different types
of agriculture.
C. Explain the importance of agricultural
activities.
D. Explain the factors influencing the
location of agriculture.

AGRICULTURE
Agriculture is a primary activity which forms
the basis for many secondary processing
industry. Most will think of agriculture as
farming or planting crops and tending to
animals, and that is absolutely correct.
Agriculture, or farming, deals with the
cultivation of crops and the rearing of animals
for human consumption or for use as raw
materials in secondary industries. Essentially,
agriculture is important for a variety of reasons
which can be summarised as:
 Providing food and goods for human
consumption.
 Providing raw materials for industries.
 Providing employment for persons to
earn a living and improve their way of life.
 Earning of foreign exchange through export
which contributes to the countrys GDP.
Farms can be categorised according to what
is being grown or reared, the size of the

operation and the agricultural techniques

being used.
For example, farming can be:
 Subsistence or commercial
 Arable, pastoral or mixed
 Extensive or intensive
 Sedentary or nomadic

SUBSISTENCE, PEASANT OR
COMMERCIAL
 Subsistence farming is when crops and
animals are produced by a farmer to feed
his/her family, rather than to be taken to
market. Little capital and labour is required as
farming is practised on a small scale. The land
is not treated for long-term preservation and
new plots are sought after the land has been
abandoned.
 Peasant farming is small-scale farming
(slightly larger than subsistence farming) for
subsistence purposes as well as for cash sale
in the market. Some of the crops grown
include sugar cane, bananas, cocoa, rice,
vegetables and root crops. The famer may also
rear animals to supplement income.
 Commercial farming is large-scale
cultivation of crops (usually monoculture)
solely for sale or when animals are produced
to sell at market for a profit.

ARABLE, PASTORAL OR MIXED

 Arable farms grow crops. Crops are
plants that are harvested from the ground to be
eaten or sold.
 Pastoral farms rear animals either for
animal by-products such as milk, eggs or
wool, or for meat.
 Mixed farms grow crops and rear animals.

EXTENSIVE OR INTENSIVE
 Extensive farming is where a relatively
small amount of produce is generated from a
large area of farmland.

 Intensive farming is where a large

amount of produce is generated from a
relatively small area of land. Inputs will be
high to achieve a high yield per hectare. Inputs
could be either fertilisers, machines or labour.

SEDENTARY OR NOMADIC
 Sedentary farming is when a farm is
based in the same location all the time.
 Nomadic farming is when a farmer
moves from one place to another. This is
common in some less-developed countries.

FACTORS INFLUENCING AGRICULTURE

Factors influencing agriculture may be
grouped into:
Physical climate, relief, soil and natural
hazards will determine which crops will grow
and which animals are suited to the landscape.
Human labour, culture, praedial larceny,
market location are important with some types
of farming, such as market gardening and the
perishability of the produce.
Economical land ownership, capital,
technology, transportation, government
policies, non-governmental organisation and
globalisation are factors that can determine the
level or extent to which farming can expand
and grow.

CHANGING ROLE OF AGRICULTURE

The importance of agricultural activities has,
in recent years, declined. In economically
developed countries, agriculture has largely
been replaced by secondary and tertiary
activities. The manufacturing and services
industries in first-world countries have
replaced the need for agriculture as food crops
can be imported and secondary/tertiary
industries are more profitable. Heres a

yl:english
language
(contd)

CONTINUED FROM PAGE12

14

4. Combine the information in a single, coherently organised paragraph. This

means you are to ensure that you move from one point to the next smoothly, using
appropriate transitions.
5. Use your own words as much as possible. This means no lifting! If you lift
phrases or sentences from the original passage, you will be penalised.
6. Give the summary piece a title and write the number of words used in brackets
at the end.
Please note that if you exceed the word limit, excess information will not be read

summary from Sheldon Bleasdells CSEC New

Integrated Geography 2008:

DECREASING IMPORTANCE
 Decline in acreage due to urbanisation
and industrialisation.
 Diversification of the economy away
from agriculture to manufacturing, tourism and
other tertiary activities such as offshore
banking.
 Less important as a source of employment.
 Percentage of workforce employed in the
primary industry is smaller than that engaged
in the secondary and tertiary industries.

GLOBALISATION
 Increased competition from low-cost
producers in the global market for products
such as bananas and sugar cane.
 Competition from developing countries
in Africa, Latin America and the Pacific for the
European and American markets.
 Difficulty in maintaining preferential
marketing arrangements with traditional
markets such as the European Union.

REFERENCE:
CSEC New Integrated Geography
Thats going to be all for agriculture. Next
lesson, I will look at the trends and challenges
facing agriculture along with specific focus on
peasant farming versus commercial arable
farming.
Thanks for reading. Until next time, have a
geographic week!
Meshech Green teaches at Glenmuir High School. Send
questions and comments to
kerry-ann.hepburn@gleanerjm.com

and you will lose marks for organisation. Here is a tip to avoid exceeding the word
limit: Estimate the number of words you write per line on average and calculate
how many lines you would need for 120 words. Count the lines in your CXC
booklet and mark an X. That X will signal to you if you are going over the
prescribed word limit.
Next week we will continue our focus on summary writing.
Melissa McKenzie teaches at Old Harbour High School. Send questions and comments to
kerry-ann.hepburn@gleanerjm.com

YOUTHLINK MAGAZINE | NOVEMBER 11-17, 2014

yl:history

The Middle Passage

DEBBION HYMAN
Contributor

OBJECTIVES
AT THE end of the lesson, students should be able to:
1. Describe the experiences of the African captives during
this Middle Passage journey.
2. Interpret historical sources.
3. Assess the level of culpability of African rulers in the
growth of the transatlantic trade in Africans.
4. Empathise with the plight of the African captives as they
journeyed through the Middle Passage.
5. Comment on the varying perspectives of the different
characters that experienced the Middle Passage journey in
varying capacities Alexander Falconbridge (surgeon) and

EXTRACT #1
ALEXANDER FALCONBRIDGE
THE MEN NEGROES...ARE...FASTENED TOGETHER...BY
HANDCUFFS
Alexander Falconbridge, a surgeon aboard slave ships and
later the governor of a British colony for freed slaves in Sierra
Leone, offers a vivid account of Middle Passage.
From the time of the arrival of the ships to their departure,
which is usually about three months, scarce a day passes
without some Negroes being purchased and carried on
board; sometimes in small and sometimes in large numbers.
The whole number taken on board depends on
circumstances. In a voyage I once made, our stock of
merchandise was exhausted in the purchase of about 380
Negroes, which was expected to have procured 500...
The unhappy wretches thus disposed of are bought by the

EXTRACT #2
James Barbot, Jr, a sailor aboard the English slaver Don
Carlos, describes a slave uprising that took place aboard the
vessel.
About one in the afternoon, after dinner, we, according to
custom caused them, one by one, to go down between
decks, to have each his pint of water; most of them were yet
above deck, many of them provided with knives, which we
had indiscreetly given them two or three days before, as not
suspecting the least attempt of this nature from them; others
had pieces of iron they had torn off our forecastle door, as
having premeditated a revolt, and seeing all the ships
company, at best but weak and many quite sick, they had
also broken off the shackles from several of their

James Barbot Jr (sailor).

This lesson is one of a two-part series on the Middle
Passage journey and the experience of its victims. It will
extensively utilise primary source data in recounting the ordeal
of the African captives. A primary source, as Arthur Marwick
suggests, is a source which came into existence during the
actual period of the past which the historian is studying. The
use and evaluation of such sources are important to the student
of history. I have included in this weeks lesson two primary
source documents an extract from James Barbot and
Alexander Falconbridges writings. They provide first-hand
information about the Middle Passage journey. In reading
through the extracts you need to employ the skills of the
historian and undertake a fulsome criticism of the sources.

In analysing primary sources, one has to do the following:

a) Decipher the extent to which the author of the source is in
a good position to provide first- hand information on the
particular topic.
b) Identify what person or group of persons created the
source? What basic attitudes, prejudices and interests would
he, she or they be likely to have? How and for what purposes
did the source come into existence? Who was it written for or
addressed to?
c) Identify when the source was produced. What is its date?
How close is its date to the date of the events to which it relates
or to dates relevant to the topic being investigated?
Keep these points in mind when reading through the
following extracts.

black traders at fairs, which are held for that purpose, at the
distance of upwards of two hundred miles from the sea coast;
and these fairs are said to be supplied from an interior part of
the country. Many Negroes, upon being questioned relative
to the places of their nativity, have asserted that they have
travelled during the revolution of several moons (their usual
method of calculating time) before they have reached the
places where they were purchased by the black traders.
About eight oclock in the morning the Negroes are
generally brought upon deck. Their irons being examined, a
long chain, which is locked to a ring- bolt fixed in the deck,
is run through the rings of the shackles of the men and then
locked to another ring- bolt fixed also in the deckThe diet
of the Negroes while on board, consists chiefly of horse
beans boiled to the consistency of a pulp; of boiled yams and
rice and sometimes a small quantity of beef or pork. The

latter are frequently taken from the provisions laid in for the
sailors. They sometimes make use of a sauce composed of
palm- oil mixed with flour, water and pepper, which the
sailors call slabber- sauce. Yams are the favorite food of the
Eboe [Ibo] or Bight Negroes, and rice or corn of those from
the Gold or Windward Coast; each preferring the produce of
their native soil....
They are commonly fed twice a day; about eight oclock in
the morning and four in the afternoon. In most ships they are
only fed with their own food once a day. Their food is served
up to them in tubs about the size of a small water bucket.
They are placed round these tubs, in companies of ten to
each tub, out of which they feed themselves with wooden
spoons. These they soon lose and when they are not allowed
others they feed themselves with their hands

companions feet, which served them, as well as billets they

had provided themselves with, and all other things they
could lay hands on, which they imagind might be of use for
this enterprize. Thus armd, they fell in crouds and parcels
on our men, upon the deck unawares, and stabbd one of the
stoutest of us all, who receivd fourteen or fifteen wounds of
their knives, and so expird. Next they assaulted our
boatswain, and cut one of his legs so round the bone, that he
could not move, the nerves being cut through; others cut our
cooks throat to the pipe, and others wounded three of the
sailors, and threw one of them overboard in that condition,
from the forecastle into the sea; who, however, by good
providence, got hold of the bowline of the foresail, and savd
himself...we stood in arms, firing on the revolted slaves, of

whom we killd some, and wounded many: which so terrifd

the rest, that they gave way, dispersing themselves some one
way and some another between decks, and under the forecastle; and many of the most mutinous, leapt over board,
and drownd themselves in the ocean with much resolution,
shewing no manner of concern for life. Thus we lost twenty
seven or twenty eight slaves, either killd by us, or drownd;
and having masterd them, caused all to go betwixt decks,
giving them good words. The next day we had them all again
upon deck, where they unanimously declard, the Menbombe
slaves had been the contrivers of the mutiny, and for an
example we caused about thirty of the ringleaders to be very
severely whipt by all our men that were capable of doing that
office....

Next week: Excerpts from Olaudah Equiano autobiography - The Interesting Narrative of the
Life of Olaudah Equiano, or Gustavus Vassa, The African.

Debbion Hyman is an independent contributor. Send questions and comments to

kerry-ann.hepburn@gleanerjm.com

YOUTHLINK MAGAZINE | NOVEMBER 11-17, 2014

15

yl:principles of accounts

Three-column cash book

ROXANNE WRIGHT

Noel Carleton

Contributor

E HAVE been recording cash transactions in a cash account and bank transactions in a
bank account. This week, we are introducing an easier way to put the two sets of
accounts columns together in what is known as the three-column cash book. We will
also record discount received and discount allowed.

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This is an appropriate point at which to end this weeks presentation? Always remember: You
have to learn the rules of the game and, when you have, to play better than anyone else.
Look out next week for the presentation on the correction of errors. See you then.

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Roxanne Wright teaches at Immaculate Academy. Send questions and comments to

kerry-ann.hepburn@gleanerjm.com

YOUTHLINK MAGAZINE | NOVEMBER 11-17, 2014

yl:information technology

Binary representation and manipulation

NATALEE A. JOHNSON
Contributor

OOD DAY, students. This is lesson 10 in our series of

lessons. In this weeks lesson, I will continue to look at
binary representation and manipulation.

Step 2: 0 0 0 0 1 1 1 1
1 1 1 1

Here are the answers to the practice questions I gave you in

the previous lesson on BCD. Did you complete the questions
correctly? If you did, keep up the good work.
1. (a) 8978 = 1000100101111000 or
10101000100101111000
(b) -62 = 101101100010
(c) 4560 = 0100010101100000

FINDING ONES COMPLEMENT OF A NUMBER

The ones complement representation simply involves
flipping the bits of a given number. You flip zeros to ones and
ones to zeros. Ensure the number is in its positive form,
whether four or eight bits, before you find the ones
complement of the number.
Example 1
Find the ones complement of - 15 using 8-bits.
15 in binary is 1111
The eight bit representation of 11 would be 00001111
0 0 0 0 1 0 1 1
1 1 1 1 0 0 0 0
These are the flipped
bits where the ones
became zeros and
the zeros became
one.

Example 2
If the number is positive or negative, do the following:
Step 1: Write the number in its positive sign and magnitude
form.
Step 2: Flip the bits (find its ones complement).
Step 3: Add one (1) to the number obtained in step 2.
Step 4: The result is the number in its twos complement
notation.

1
1 1 1 1 0 0 0 1

1110000
+

This is the one that

is added to the ones
complement value.

Step 4: -15 = 11110001 (twos compliment notation)

The combinations of 0s and 1s used to represent characters

are defined by patterns, called a coding scheme. Using one
type of coding scheme, the number one (1) is represented as
00110001. Two popular coding schemes are American
Standard Code for Information Interchange (ASCII) and
Extended Binary Coded Decimal Interchange Code (EBCDIC).
ASCII is used mainly on personal computers, while EBCDIC is
used primarily on mainframe computers.
Example 4
Given that the ASCII code for k is 1101011, find the ASCII
code for the letters p,s and g.
 First you determine where p falls in the letters of the
alphabet from the position of k.

11
1110011

We are going to use k to determine g.

GHIJ K

 g falls 4 spaces before k, which means this time

we will subtract.
 4 in binary is 1002
k

1101011
-

100
1100111

We have come to the end of this lesson. See you next week,
when we will continue to look at binary representation and
manipulation.
Remember, if you fail to prepare, be prepared to fail.
Natalee A. Johnson teaches at Ardenne High School. Send questions and
comments to kerry-ann.hepburn@gleanerjm.com

Counting form L to
P you will determine
that P comes five
spaces after K.

KLMNOP

 Then convert the decimal number 5 (the number of

spaces from k to p) to binary. 5 in binary is 1012.
 Add the binary equivalent of 5 to the ASCII
representation of k as shown below.
k

1 1 0 1 0 1 1

+
1 0 1
1 1 10 0 0 0

From p you can now finds

Example 2
Find the twos complement of -15.

(bits flipped which is the

Step 3: 1 1 1 1 0 0 0 0

FINDING THE TWOS COMPLEMENT OF A NUMBER

This is another method of representing integers. This
enables subtraction to be performed by a modified form of
addition, which is easier to execute in the computer.

 3 in binary is 112

onesflipped
complement
0 0 0 0 (bits
whichofis-15)
the on

CODING SCHEMES ASSOCIATED WITH DATA

REPRESENTATION

2. (a) 0001/0101/1000 = 158

(b) 1011/0111/0000/0101 = - 305

 s falls three spaces after p

Step 1: 15 in positive sign and magnitude is 00001111 (if

you are not sure how I arrived at this, go back to the previous
lesson in which we looked at sign and magnitude)

P QRS

JERMAINE BARNABY PHOTOGRAPHER

Confetti fall on graduands, including Grace McLean

(right), at the UTech graduation at the National
Arena on Saturday, November 1. McLean was
conferred a doctorate degree in philosophy.

YOUTHLINK MAGAZINE | NOVEMBER 11-17, 2014

33

yl:biology

Nutrition in animals
MONACIA WILLIAMS

AMYLASE

JEJUNUM AND ILEUM

Contributor

Do you remember what this is? Of course

you do! This is an enzyme and we discussed
its use when we were looking at what happens
to food in the buccal cavity. Remember, this is
the enzyme which breaks down starch to
simple sugars. What does this tell you about
the pH of the duodenum? Thats right! It is
different from the pH of the stomach; the pH
of the duodenum is alkaline while the pH of
the stomach is acidic. Note that the change in
conditions is necessary for the different
enzymes to work.

The small intestine also secretes enzymes

which complete the digestion of the food.

OW ARE you all this week? Are you

doing OK? I am sure that by now your
studies are coming along nicely and
that you are nearing the point where thoughts
will begin to gel together, causing you to feel
as if you can master Mount Everest. You do
know that if you have been keeping abreast
with the work that you have done so far, then
that feeling will not elude you, right?

This week, we will continue our study of

what happens in the digestion of foods in
humans. Do you remember where we stopped
last week? We stopped at the sphincter
muscles of the stomach opening at intervals
to release small amounts of the chyme (acidic
partially digested food) into the duodenum,
the first section of the small intestines. If the
small intestine has a first section, then this
means that it is made up of more than one
section, doesnt it? What are these sections?
The small intestine is a long, narrow,
continuous tube which is about five metres
long and is divided into three sections. These
are:
Duodenum which represents the first
section.
Jejunum which represents the middle
section.
Ileum which represents the last section.

TRYPSIN

This section of the intestines receives, in

addition to the chyme from the stomach,
secretions from the pancreas. What is the
pancreas? This is a cream-coloured gland
found lying just below the stomach. The
pancreatic duct connects the pancreas with
the duodenum. The secretion that is released
from the pancreas contains:

34

Maltase this enzyme breaks down

maltose to glucose.
Sucrose breaks down sucrose to glucose
and fructose.
Lactase breaks down lactose to glucose
and galactose.
Proteases break down polypeptides to
amino acids.
Lipases break down fats to fatty acids
and glycerol.

LIPASE

This concludes our discussion of

digestion. We need to consider next what
happens to the digested food? What do you
think? Thats right! It is absorbed into the
blood stream for transport. Let us see how
this takes place.

This is the enzyme which acts on lipids,

breaking them down to fatty acids and
glycerol.

ABSORPTION

This is an enzyme which acts on proteins

(protease) breaking them down to amino
acids.

Sodium hydrogen carbonate is alkaline and

neutralises the acid of the chyme (changing
the pH).
The duodenum also receives bile, which is
produced by the liver and is stored in the gall
bladder. Bile enters the duodenum through
the bile duct. What is bile?

BILE IS:
DUODENUM

THESE ARE:

 Yellowish green, watery liquid.

 It does not contain enzymes.
 It contains bile salts which emulsify
fats/lipids, breaking them up in to smaller
pieces, making it easier for the enzyme lipase
in the pancreatic juice to act on them,
converting them to fatty acids and glycerol.
This process involving the action of bile is
known as emulsification.

The ileum of the small intestine is the site

of absorption. This is logical because it is
where digestion is completed. Do you
remember why digestion had to take place? Of
course you do. It had to take place so that the
food is broken down into molecules that are
small enough to diffuse across the cell
membranes.
Absorption is described as the passage of
digested foods, salts, vitamins and water
through the walls of the small intestines into
the transport system.

WHAT MAKES THE ILEUM SUITABLE

FOR ABSORPTION?
It has the following adaptations:
 It is very long, over six metres long.
 It has finger-like projections known as
villi. These serve to increase the surface
area of the ileum.

YOUTHLINK MAGAZINE | NOVEMBER 11-17, 2014

 It has a network of capillaries which

serve to transport the digested food from
the ileum.
 It has lacteals (part of the lymphatic
system) to receive digested fats.
Our bodies are interesting, arent they? We
will complete our study of digestion with a
look at the functions of the liver, an organ
which plays a role in digestion. Let us see
what this role is. The liver is the largest organ
in the body. It weighs over 1 kg and functions
as a chemical factory, a food store and a
central heating system.

FUNCTIONS OF THE LIVER

1. Stores glucose as glycogen (plays a role
in the maintenance of glucose balance in
the body).
2. Stores copper, potassium and iron (for
red blood cells).
3. Stores Vitamins A, B, and D.
4. Deaminates amino acids - deamination
removes the amino group from amino
acids, converting these to urea, a waste
material which is excreted by the kidneys.
5. Detoxifies the blood by removing toxins
from germs, alcohol and blood.
6. Produces bile which is stored in the gall
bladder and is used in digestion.
7. Produces fibrinogen which is needed for
the clotting of blood.
8. Produces heat because of its high level
of activity. This heat serves to maintain our
body temperature.
See you all next week. Protect your body,
especially your liver no alcohol, no drugs!
Have a great week!
Monacia Williams is an independent contributor. Send
questions and comments to
kerry-ann.hepburn@gleanerjm.com

yl:mathematics

Simultaneous linear equations

CLEMENT RADCLIFFE
Contributor

HIS WEEK, we will complete the review of factorisation

by going through the homework from last weeks lesson.
Please be reminded that factorisation converts an
algebraic expression to the product of the factors. It is by
studying the various methods that you will be able to select
the appropriate method. The CXC mathematics reports
indicate that most difficulty is experienced in the grouping and
quadratic factors methods. Be guided by this and be sure to
express the factors in the simplest form, for example, 2(x + 3)
instead of (2x + 6).

The following are the solutions:

(a) Factorise x2 + 6x + 8
In this case we find two numbers, a and b, such that
a + b = 6 and a x b = 8.
The numbers are 4 and 2.
x2 + 6x + 8 = (x + 4) (x + 2).
(b) Factorise 3x2 - 7x -6
Given 3x2 - 7x -6 and using the method similar to that used
above: 3x2 - 7x -6 = (3x + 2) (x - 3).
Please clear the brackets to verify your answer as follows:
(3x + 2) (x - 3) = 3x2 + 2x - 9x - 6 = 3x2 - 7x -6.
(c) Factorise 3x -8y - 4xy + 6
Using the grouping method:
The terms are rearranged such that both terms have the
same common factor.
3x + 6 -8y - 4xy = (3x + 6) - (8y + 4xy)
3(x + 2) - 4y(2 + x) NB ( x + 2 ) is common to both.
= (x + 2) (3 - 4y)
You may expand the answer to ensure that the answer is the
same as the given expression. Indeed, this is required if time
allows.
(d) Factorise 25a2 - 64 b2
The difference of two squares method is used.
As a reminder, we must find the square root of 25a2 and
64b2.
Since the square roots are 5a and 8b, respectively, then:
25a2 - 64b2 = (5a - 8b)(5a + 8b)
Finding square root provides a challenge for some, please
practise and check your results.
(e) Factorise x2 - y2 - 4x + 4y
Using the grouping method:
x2 - y2 - 4x + 4y = (x2 - y2) - (4x - 4y)

6 - 2y = 1
-2y=1-6=-5
y=-5
-2
y=5
2

Factorising:
= (x - y)(x + y) - 4(x - y)
= (x - y) (x + y - 4)
Please note that while this is the grouping method, the
difference of two squares is also used. You need to know the
methods and be comfortable with their use.
(f) Factorise 36x2 -1
By using the difference of two squares method, the square
roots of 36x2 and 1 are 6x and 1, respectively,
36x2 -1 = (6x - 1)(6x + 1)
= (6x - 1)(6x + 1)
On your own, please factorise
1. x2 - 4x - 32
2. 2x2 + 5x - 12

Answer is x = 3, y = 5
2
You may check your answer by substituting the values x = 3
and y = 5/2 into both equations to show that they satisfy the
equations.
Do you realise that in example 1, since the coefficient of y is
-2 in both equations, you eliminate y by subtracting? If the
coefficients differ in sign only, that is, if the coefficients of y
are -2 and +2, then you eliminate by adding.

You must ensure that you are familiar with the four
methods: common factor, grouping, quadratic factors and
difference of two squares demonstrated above and know when
to use each. You cannot afford to not earn the marks available
from these questions.
Let us now review another topic: simultaneous linear
equations. The specific objective was presented previously.
 The solution of the simultaneous equations is the pair of
x and y values which satisfy both equations.
 If both equations are plotted on a graph, it is the point of
intersection of both lines.
 You may use the elimination or substitution method.
Both methods should be studied. You should also know the
appropriate circumstances to use each.
 It would be appropriate to review directed numbers and
the simplification of algebraic expressions at the outset.

Example 2
Solve the simultaneous equations:
5x + 3y = 31 ........ (1)
2x + y = 12 ......... (2)
Multiply equation (2) by 3 to form equation (3) and then
subtract equation (1) from equation (3).
6x + 3y = 36 ......... (3)
5x + 3y = 31 ......... (1)
Both equations have the same coefficient of y
x=5
Substituting x = 5 in (2)
10 + y = 12 ........ (2)
y = 12 - 10 = 2.
Answer: x = 5 and y = 2.

The elimination method is illustrated as follows:

Example 1
Solve the simultaneous equations:
2x - 2y = 1 ....... (1)
7x - 2y = 16 ........ (2)
Subtracting equation (2) from (1)
This is done as the coefficients of y are the same.
-5x = -15
y is eliminated.
x = -15 = 3
-5
Substituting x = 3 into (1)
2 x 3 - 2y = 1

YOUTHLINK MAGAZINE | NOVEMBER 11-17, 2014

The following is an example of the substitution method:

Example 3
Solve the simultaneous equations:
5x + 3y = 31
2x + y = 12
5x + 3y = 31 ........... (1)
2x + y = 12 ........... (2)
Using the substitution method,
From equation (2), y = 12 - 2x
Substituting into (1)
5x + 3(12 - 2x) =31
Clearing the brackets (ensure that this is done correctly)

CONTINUED ON PAGE 36

35

yl:principles of business

Business contracts
YVONNE HARVEY

made by family members and close friends and are not legally
binding, whereas contracts are normally legally binding.

Contributor

ELLO ONE and all. You will be pleased to know that we

have now completed Section 3 of the syllabus. This
week we will begin Section 4: Legal Aspects of
Business. This section includes contracts, business
documents, instruments of payment and insurance. Let us
begin with contracts. When we have finished considering this
topic, you should be able to do the following:
1. Explain the concept of a contract.
2. Describe the characteristics of a simple contract.
3. Differentiate between a simple contract and a specialty
contract.
4. Determine the validity of various contracts.
5. Distinguish between offer and invitation to treat or bargain.
6. Explain the conditions under which offer and acceptance
are communicated.
7. Outline ways by which contracts may be terminated or
discharged.

Let us begin by distinguishing between the terms contract

and agreement. A contract may be defined as any agreement
between two or more persons to do or not to do something
which is legally binding or enforceable by law. The fact that a
contract is legally binding and enforceable by law means that if
one party to the contract suffers injury, he may choose to use
the court system to get justice.
The words contract and agreement are not synonymous. All
contracts are agreements but not all agreements are contracts.
A contract is more serious than an agreement since it can have
legal implications in a court of law. Agreements are normally

The parties to a contract are:

1. The offeror the person who makes the offer or the bid.
2. The offeree the person to whom the offer is made.
3. The acceptor the person who unconditionally accepts
the offer.
It is important that you understand the elements or features
of a valid contract. If one or more of the elements is missing
from a contract, the contract may be void or voidable. These
terms will be explained later on in our lessons on contracts.

THE ELEMENTS OF A VALID CONTRACT

1. OFFER AND ACCEPTANCE OF OFFER
The offer is made by one person and the acceptance by
another person. An offer is a proposal or bid made by one
person to another. The acceptance is a response of a
favourable nature without any considerations.
An offer can be stated orally or be written or implied from
the conduct of the person making the contract. If the post is
used, the offer is complete only when it actually reaches the
offeree. An offer lost in the post is not an offer.
The offer may be made to a specific person or to people, in
general. When it is made to people in general, it can be
accepted by anyone.

yl:mathematics
(contd)

CONTINUED FROM PAGE 35

36

5x + 36 - 6x = 31
- x = 31 - 36
-x = -5 or x = 5
Substituting x = 5 into equation (2)
10 + y = 12
y = 12 - 10 = 2
Answer is: x = 5 and y = 2
Let us try another example.
3x - 2y = 7 (1)
- x + 3y = -7 . (2)

An offer can be revoked or withdrawn at any time before

acceptance and must be communicated to the offeree.

INVITATION TO TREAT OR TRADE

A genuine offer must be distinguished from an invitation to
treat or trade. An invitation to treat is an invitation to make an
offer. It does not constitute a contract. For example, a
shopkeeper who displays goods in his shop window with a
price tag on them is merely inviting the public to make an offer
at the price on the tag. Other examples of invitation to treat are
in the cases of goods advertised for public auction and tenders
for goods by an institution. Also, in instances where
information is being sought, no contract exists, therefore,
neither buyer nor seller is under obligation.

LAPSE AND REJECTION OF THE OFFER

An offer may lapse or cease to exist if the time given has
expired and if no additional time is given, when it is rejected
by the offeree and on the death of either the offeror or the
offeree before acceptance.
Rejection of an offer occurs when a person refuses to accept
the offer or makes a counter-offer varying the terms of the
original offer.
Thats it for now, friends. Next week I will discuss more on
acceptance as a feature of a valid contract. I will also look at
other features of a valid contract.
It would be wise for you to do some reading on the elements
of a valid contract and also to do some research on the other
specific objectives listed above.
Take care until next week.
Yvonne Harvey teaches at Glenmuir High School. Send questions and
comments to kerry-ann.hepburn@gleanerjm.com

The elimination method is the appropriate one to be

used here.
Multiply equation (2) x 3 to form equation (3)
-3x + 9y = -21 (3)
Add equations (1) and (3)
7y = -14
y = -14 = - 2
7
Substitute y = -2 in equation (1)
3x + -2 x -2 = 7
3x + 4 = 7
3x = 7 - 4 = 3
x=1
Answer x = 1, y = - 2.

YOUTHLINK MAGAZINE | NOVEMBER 11-17, 2014

Please attempt to solve the following simultaneous

equations:
(a) 3n + m = 2
(d) x + y = 7
4n + 3m = 3
2 x + y = 10
(b) 2x - y = 1
3x - y = 2

(e) 2x = 11 + 3y
x + 2y + 12 = 0

(c) 3x - 4y = 32
5x + 2y = 10

(f) 3x + 2y = 1
4x - y = 16

Have a good week.

Clement Radcliffe is an independent contributor. Send questions
and comments to kerry-ann.hepburn@gleanerjm.com

yl:office administration

Recruitment and orientation

HYACINTH TUGMAN

the contract of employment. If you accept the

offer, you, the applicant, will be required to
sign the contract and return one copy to the
organisation.

Contributor

PREPARING FOR AND PARTICIPATING

IN AN INTERVIEW
COMPANIES USE various procedures when
conducting employment interviews. The larger
the company, the more formal the interview.

THE LETTER OF ACCEPTANCE

SHOULD BE BRIEF
 Thank the employer for his letter of
offering you the job.
 State that you are willing to accept the
job.
 Indicate that you are looking forward to
working for the organisation and gaining
new experiences.
 Confirm that you will be able to
commence work on the suggested date.

The following points must be kept in mind

when preparing for an interview:

RESEARCH THE COMPANY

Find out as much as you can about the
company. Your research will help you to form
a picture of the company so you can ask
relevant questions during the interview.

ANTICIPATE QUESTIONS YOU WILL

BE ASKED DURING THE INTERVIEW
The employment interview is usually the
first time you will be seen by a company
representative. Remember, students, that first
impressions are important.
A good interviewer will give you an overall
explanation of the requirements of the job and
of the policies and benefits of the company.
You will be asked questions about yourself
and you will also be given the opportunity to
ask questions. Some questions that you may
be asked are:
 Why did you choose to apply for this
position?
 What future professional or educational
plans do you have?
 What characteristics or traits do you
have that you think
make you the right person for this position?
 Why did you leave your last position?
 What do you think your strengths and
weaknesses are?
 Why should this company hire you?
The interviewer will assess you, the
applicant, according to the answers given to
the questions.
In answering the interviewer, you should:

IAN ALLEN PHOTOGRAPHER

Holy Trinity High School football players and supporters celebrate after they
scored an upset 1-0 win over Wolmers Boys in the semi-finals of the LIME
Super Cup Knockout football competition at the National Stadium recently.

 Look at the person who is conducting

the interview and be courteous in giving
replies.
 Avoid one-word answers but try to be
precise.
 Give honest answers.
 Show that you are willing to learn.

 Are there opportunities for training in

the organisation?
 Are there opportunities for promotion?
 Is there a policy of promoting from
within the organisation?
 What are the working hours?

FOLLOWING UP ON THE INTERVIEW

One of the most difficult questions to
handle is the question of salary. Usually, the
interviewer will tell you what the company
expects to pay for the position. Occasionally,
an interviewer will ask you what salary you
expect. Be prepared for this question.
Very often an interviewee is invited to ask
questions of the interviewer. Even when the
invitation is not extended, it is usual to expect
questions from the interviewee. Answers to
the following questions provide valuable
information:

You should send a short thank-you letter to

the interviewer as a courtesy. Avoid calling or
writing before the decision deadline to inquire
about the status of your application. After the
deadline it is acceptable to call or write to ask
when a decision, will be made if you have not
already been notified. This demonstrates that
you are still interested in the job.

LETTER OF ACCEPTANCE
If you have been selected for the post, you
will be sent an offer of appointment along with

YOUTHLINK MAGAZINE | NOVEMBER 11-17, 2014

There are, however, times when a job offer

has to be refused. If this is the case you
should:
 Thank the employer for the offer of
appointment.
 Express regret at not being able to
accept the offer.
Here are some short-answer questions
based on the unit which I have just
completed.
1. What steps should you consider when
you are searching for a job?
2. Describe the major sections of a rsum.
3. What important points should you keep
in mind concerning the appearance of your
rsum.
4. What is the purpose of a cover letter?
5. What major points should you keep in
mind when preparing for an employment
interview?
Until next week, remember the golden rule:
study, study, study. God bless you all.
Hyacinth Tugman is an independent contributor. Send
questions and comments to
kerry-ann.hepburn@gleanerjm.com

37

yl:chemistry

Metals and non-metals

FRANCINE TAYLOR-CAMPBELL
Contributor

ETALS LOSE their valence electrons to form a sea of

electrons, which are said to be delocalised. These electrons
are mobile and can bind to the cations to form a strong
metallic bond.

Metals are mixed to form alloys in order to improve certain physical

properties of the metals.
Non-metals are generally found between Groups 5 and 7 of the
periodic table.
A non-metal is an element which forms ions by gaining electrons
and is said to be electronegative.
Non-metals are oxidising agents as they react by gaining electrons:
N+ne
NnNon-metals react with air or oxygen to form acidic oxides, which
can dissolve in water to form acids.

Non-metals do not react with dilute acids, water or steam.

Non-metals form covalent compounds with other non-metals and
ionic compounds with metals.
The reactivity of a non-metal is based upon how readily it gains
electrons or its affinity for electrons. For example, in Group 7 of the
periodic table (the halogens), the most reactive element is at the top of
the group. This is because its outer shell is closer to the nucleus than
the element at the bottom of the group, hence its attracting power for
electrons is greater. So, fluorine is more reactive and electronegative
than chlorine, which is more reactive than bromine.
Non-metals and their compounds are important in many living systems.

C6H12O6(aq) + 6O2(g) ==== 6CO2(g) + 6H2O(l) + energy

Nitrogen and sulphur are important in protein synthesis, which is
essential for growth and development of tissues.
Phosphorus is an important plant nutrient and helps to build strong
bones and teeth.
Water, containing the elements hydrogen and oxygen, is a universal
solvent, which is essential for many processes and reactions in living
cells.
Magnesium and iron are important constituents of chlorophyll in
green plants. Iron forms part of the haemoglobin molecule found in
red blood cells.
Calcium is essential for the formation of healthy teeth and bones.
Ions of sodium and potassium are needed for the transmission of
nerve impulses.

Carbon dioxide and water are important elements in the process of

photosynthesis.
6CO2(g) + 6H2O(l)
C6H12O6(aq) + 6O2(g)
sunlight / chlorophyll

Zinc, copper, manganese and cobalt are examples of trace elements

needed by plants and animals for their proper growth and
development.

Oxygen is important to the process of respiration in which food is

burnt to produce energy.

Francine Taylor-Campbell is an independent contributor. Send questions and

comments to kerry-ann.hepburn@gleanerjm.com

yl:english literature
BERYL CLARKE
Contributor

ELCOME TO this weeks lesson. While we

will be returning to further discussion of
The Two Grandmothers as planned, we are
going to take a detour. In previous lessons we had
explored the CXC syllabus. However, we did not
cover all the bases as no mention was made of the
fact that a portion of the marks assigned for each
question comes from:
 The candidates use of the language.
 How the response is structured.
 The manner in which the ideas are expressed.

Literature is an excellent tool for widening ones

vocabulary and improving ones level of expression.
It does not need to be said that, as students of this
subject, you have a distinct advantage if you just
take the time to learn not only the facts of the work
you are studying but also pay attention to correct
spelling, sentence construction, subject and verb
agreement, and the way in which ideas are
communicated and are linked.
Remember, too, that in answering a question you
are required to write an essay. Some students seem
to be unaware that a, b or c used in the question are
there to assist you in organising the response in
appropriate paragraphs. You are expected to answer
in the same way that you would write an essay on,
say, Jamaicas tourist attractions or education and
my future, starting with an introduction, paragraphs
in which you deal with the different aspects of the
38

The Two Grandmothers

question and a conclusion. Please, there is no need
for you to skip lines when you begin a new
paragraph you can just indent. Do not write each
paragraph on a separate page! It is a useful habit to
practise writing your essays (those your teacher will
give you to do) in this way during the year.
Back we now go to our short story. What changes
have you recognised of so far in this teenager?
1. She has lost interest in attending church. In
earlier years, she had walked to and from church
and thought it was nice. Then she also felt special
in the dresses that her Grandma made for her. Now
she finds it boring and has difficulty walking the
miles in her heels.
2. Her class prejudice emerges when she says
that she would die If a parent passed and saw me
there among the country bumpkins.
3. She no longer feels sympathy for Pearlie and
she now understands and despises the behaviour of
Eulalie and Ermandine.
4. She does not enjoy her visits to Grandma Del
and has decided to visit her only for a few hours
each year.
5. She has become conscious that her father is
not as close to his family as she had thought.

6. Her hair has become a source of

dissatisfaction.
7. She has become interested in her physical
appearance wanting to use make-up and being
concerned with her skin colour to the point where
she wonders how she could be considered beautiful
with her dark skin.
8. She is now close to Melody-Ann, or at least
more accepting of her.
9. Clearly, she has become selfish and uncaring,
particularly towards Grandma Del.
As she loses touch with Grandma Del and the life
she represents, she becomes more like Towser. This
is not surprising. Many Jamaicans have always
found the colour of their skin and their unprocessed
hair a reason for shame and embarrassment. Her
exposure to Towser and Melody-Ann and Maureen
causes her to yearn for what would have been seen
as beautiful. Her discomfort is increased when her
cousin, Maureen, calls her a nigger.
Apparently, while she had known before this
about class differences, with money being at the
root of the disparity, she had not realised that there

YOUTHLINK MAGAZINE | NOVEMBER 11-17, 2014

was another barrier between people. This one is

based on race/colour. Although her father is a black
man, he has a university education and, obviously,
a job which pays well. He can, therefore, provide his
family with a comfortable, no ... more than
comfortable way of living. This is what has
protected her from the other reality in her society.
Set in a time when two basic concepts of beauty
were the fairness of ones skin and the straightness
of ones hair, this story informs us of the dilemma
that many girls and young women faced. Do you
think that she is stifling some concern for her
Grandma Del when she mentions that she is getting
old and she is all alone? Hmm. Yet, she has the
visit to her all mapped out so that she can get back
home in time to watch the soap opera Dallas. Ask
yourself whether watching Dallas, which portrayed
rich, powerful white men and beautiful white
women, would have made an impact on this girl.
Do pay attention to the writers style. The
vocabulary is simple, as befitting that of a child, and
the use of irony is clear. Notice how the story is
structured to give the impression that there are two
persons having a conversation through a question
and answer routine.
Do have fun reading another story. God bless!
Beryl Clarke is an independent contributor. Send questions
and comments to kerry-ann.hepburn@gleanerjm.com