CONTRIBUTED

The ISSA/GraceKennedy Boys and Girls Championships’ mascot, Champsy, and LIME’s Vice-President of Marketing Carlo Redwood (third right) with track stars from Calabar High
School and Kingston College, (from left) Michael O’Hara, Chadayne Walker, Javon Francis and Jhevaughn Matherson at the Champs 2014 press launch, held at the TVJ studios.

YOUTHLINK MAGAZINE | APRIL 1-7, 2014 11

 yl:office administration

Factory control office

HYACINTH TUGMAN too, need to be stocked in sufficient quantities so that the I. BATCH PRODUCTION
Contributor production process is not jeopardized. The making of a number of similar items at the same time,
HE PURPOSE of the factory office is to coordinate the

T
activities of the production process to allow for
maximum efficiency and to make quality products in the
required quantities. The size of the factory office is generally
determined by the manufacturing or production activities that
take place in a company. In a large company, there is usually a
production department managed by a production manager
who oversees the:

Manufacturing of articles.

Organisation and management of the factory.

Factory and production planning.

Dispatch and transportation.

Stockroom.

Maintenance of good office services.
ACCOUNTS DEPARTMENT
The accounting department must be involved in the
estimating, costing and general budgeting activities for goods
production. A factory office clerk must, in some cases, record
factory workers’ hours of regular and overtime work and the
information passed on to the accounts department for
payment to be prepared.
HUMAN RESOURCES DEPARTMENT
This department is responsible for the recruitment,
selection, orientation and induction of workers, as well as
their welfare and ongoing training.
for an entire week, then moving on to something else.
II.MASS/FLOW PRODUCTION
This involves the production of large quantities of goods to
cater to a mass demand. Clothing, shoes and cars are usually
mass-produced. This method is referred to as an assembly-
line operation.
III. ONE-LINE PRODUCTION
From time to time, factories sign contracts with customers
for the production of single, ‘non-repeated’ products as well
as a few articles of a similar design, for example, a piece of
furniture or a piece of artwork.

RELATIONSHIP OF THE FACTORY OFFICE WITH
OTHER DEPARTMENTS
SALES DEPARTMENT
It is important for the factory office to maintain a close
relationship with the sales office so that when orders are
made, the sales department will check carefully and present
them to the accountant for clearing (or verification and credit
worthiness). Sales invoices are then prepared, after which
copies are sent to the dispatch and transport section of the
factory office for processing.
PURCHASING DEPARTMENT
It is the responsibility of the purchasing department to
obtain tools and materials for the factory. Therefore, the
factory office clerk should be in constant dialogue with the
purchasing department reporting on the status of these. If the
factory experiences difficulty in obtaining constant supplies of
raw materials from its suppliers, the ‘progress-chasing’ clerks
should work diligently with the purchasing department to
locate the materials or to find suitable substitutes. The aim is
to keep the production line going, thus ensuring the customer
of continued supplies of the commodity.
STOCKROOM
The stockroom is essential to the production department as
items produced must be carefully stocked away until they are
ready to be dispatched to various customers. Raw materials,
FUNCTIONS OF THE FACTORY OFFICE Next week, we will look at the documents used in the
factory and duties of the factory clerk. Until then, see you.
ORGANISATION OF PRODUCTION ACTIVITIES
The major function of the factory office is the organisation Hyacinth Tugman teaches at Glenmuir High School. Send questions and
of production activities. This is because the office brings comments to kerry-ann.hepburn@gleanerjm.com
together principles and processes, staff, procedures,
materials, machinery and tools, company policies and
objectives as well as statutory rules and regulations in the
creation of articles for consumption.
The office, therefore, has responsibility for:
a. Planning and supervising all types of manufacturing.
b. Maintaining suitable procedures for the control of
production.
c. Maintaining an appropriate level of discipline in the
factory.
d. Maintaining the factory, including power supply, plant,
equipment, machinery, tools and buildings.
e. Maintaining an excellent transportation system.
f. Suggesting ways in which improvements can be made.
IMPLEMENTATION
Production planning is just one major function of
manufacturing goods. Implementation requires the control of
various activities. The two important activities are:
Shawn Parkinson, vice-president of the UWI Guild,
a. Instructing supervisors with regard to what is to be
hangs out with Carla Hollingsworth, brand
produced and when production is to commence.
manager, Pepsi Jamaica, during the Integration
b. Discussing the method of how production is to be
Thursday event at the UWI on March 13. Pepsi
utilised, for example:
was the official beverage sponsor of the UWI
Carnival series of events.

12 YOUTHLINK MAGAZINE | APRIL 1-7, 2014


Map reading
MESHECH GREEN
Contributor
I AND welcome to another geography map-reading lesson. Today, we will continue
H looking at describing settlement and the relationship that it has with relief. I will be using
some small (1965) map extracts of Jamaica to demonstrate the different settlement types
and settlement patterns that exist. Additionally, I will give a brief description of these settlement
patterns.
Remember that settlement location is greatly influenced by the relief and drainage of the
land. Settlement is classified as either rural or urban. They differ significantly in pattern, shape,
population size, culture, and so many other ways.
Rural settlements may be described as having a scattered, clustered or a linear pattern. There
is a distinct presence of large open spaces.
S ll l t f b ildi b t th H th
Look at figure 1. The small black spots represent different dwellings or houses. Such
settlements are usually located in highland regions where agricultural expanses separate each
settlement from the other. You will observe on a map that buildings are dispersed. Small
clusters of building may be present on the map. However, these clusters are seemingly isolated
from other clusters or buildings. They usually have some public facility (postal agency, police
station, telegraph, etc.) being the main reason for the cluster within the region.
As you move away from these clustered settlement, along a road/rail/river/etc (a linear
feature on the map), buildings may be present along them. This pattern of settlement is
described as linear. Here are some more pronounced linear and cplustered patterns of rural
settlement.
Compared to rural settlements, one notable distinction in the patterns of urban settlements is
the highly dense clusters of building occupying a large geographical area. Outside of that
visual distinction, here are some other noticeable differences on a map. Comparing Kingston to
Manchester or Clarendon, you will notice that a linear feature like streets form planned,
geometrical patterns, like rectangular or grid pattern, rather than organic patterns of rural
settlements. Between these many streets are large and dense or compact clusters of residential
buildings, commercial and industrial offices, and manufacturing firms. These buildings are
arranged in large groups and the buildings run along both sides of the roads. Urban areas
YOUTHLINK MAGAZINE | APRIL 1-7, 2014
yl:geography
MAP READING
Hi and welcome to another Geography Map Reading Lesson. Today we will con
describing settlement and the relationship that it has with relief. I will be using so
extracts of Jamaica to demonstrate the different settlement types and settlemen
Additionally I will give a brief description of these settlement pattern. the same o
as in last lesson along with
Remember that settlement location is greatly influenced by the relief and draina
Settlement is classified as either rural or urban. They differ significantly in patter
size, culture and so many other ways.
Rural settlements may be described as having a scattered, clustered or a linear
distinct presence of large open spaces.
Look a
black s
differe
houses
are us
highlan
agricul
separa
from th
observ
buildin
Small clusters of building may be present on the map. However, these clusters
isolated from other clusters or buildings. They usually have some public facility
station, telegraph, etc.) being the main reason for the cluster within the region.
As you move away from these clustered settlement, along a road/rail/river/etc. (
map), buildings may be present along them. This pattern of settlement is describ
are some more pronounced Linear and Clustered patterns of rural settlement.
function as towns, to supply services such as churches, hospitals, markets and transportation
terminals, or as cities, which are larger and have a variety of functional buildings.
See if you can identify any other differences between rural and urban settlements. With that
said, I will conclude this lesson. I hope it was useful, see you next week.
Meshech Green teaches at Glenmuir High School. Send questions and comments to
kerry-ann.hepburn@gleanerjm.com
13
 yl:english language

EXPERT OPINIONS

Persuasive Statements such as those given by doctors or dentists (for

example, Crest toothpaste).

BANDWAGON
A statement suggesting that everyone is using a specific

advertisements product (nobody wants to be left out – for example, Nike).

EMOTIONAL APPEAL
Creating strong feelings about a situation or product.

I have provided some examples of advertisements which

NATASHA THOMAS-FRANCIS
To experience financial security.
Contributor

To be associated with a popular group. use the above-mentioned techniques. Try to think of other
ELLO, STUDENTS. Last week we concluded our examples.

H

To be perceived as sophisticated.
discussion of persuasive writing and I left you with a
To feel beautiful or handsome.
persuasive advertisement. This week, we shall be
To live a comfortable life. Take a look at the following advertisement. After you have
taking a closer look at this medium of persuasion. The study
To be attractive to the opposite sex. read it at least twice, answer the following questions:
of advertising techniques is particularly useful for the Can you think of any advertisements to which these desires 1. To which target audience does the advertiser appeal?
comprehension section of Paper 02 as well as the multiple- are applicable? 2. What is the main desire being appealed to in the
choice paper (Paper 01). advertisement?
3. Identify two persuasive techniques utilised and provide
TECHNIQUES OF ADVERTISEMENTS
There are several interesting and creative advertisements an example of each.
Advertisers will use particular techniques to persuade their
seen on television, heard on the radio and read in newspapers 4. List three emotive words and explain their effectiveness.
target audience. These techniques include:
and magazines. Which advertisements are your favourite?
What is appealing about the advertisements? SLOGANS Until next week, be good and remember that the CXC
A catchy phrase/statement (for example ‘Nobody does it season will be here in the blink of an eye!
Let us take a look at the purpose of advertising, the desires better’).
to which they appeal and the techniques used to persuade the Natasha Thomas-Francis teaches at Glenmuir High School.
Send questions and comments to kerry-ann.hepburn@gleanerjm.com
consumer to purchase an item or use a service. You have, REPETITION
most likely, studied advertising at an earlier grade level. It is Used to ensure that
one of the most important means of communication you you remember the
encounter daily. name of the product.
ƒŽŽ‡’”‘–‡…–‹˜‡
PURPOSES OF ADVERTISEMENTS JINGLES
Persuasive advertisements have two main purposes: These normally
”‡ƒ›…‘…‘ƒ „—––‡”Ž‘–‹‘ •‡‡•†”›ǡ ƒ•Š› –›’‡–‘
1. To provide information about a product or service. contain rhymes and an
2 To persuade someone or a group to purchase a product appealing rhythm. ’ƒ’‡”ƒ†”—„‡Ž„‘™•™‹–ŠǤ
or service.
BOLD PRINT ǯ •‘ˆ–‘ •—Ž‘˜‡”•ǡ‡ƒ•›‘ ™ƒŽŽ‡–•Ǥ
APPEALING DESIRES Normally found in
Advertisements also appeal to several human desires. printed advertisements. Ž‹––Ž‡ˆŽƒ›ǫ
Advertisers tend to take advantage of people’s emotional
Šƒ–ǯ•‘ƒ›Ǥ‡…ƒ•–‹ŽŽ‰‡–‘ˆˆ–‘ƒ•‘‘–Š •–ƒ”–Ǥ
needs, desires and fears. Some of the desires to which TESTIMONIALS
advertisers appeal are listed below. First-hand
experience such as the ‘‹•–—”‹•‡•–‘Š‡ƒŽƒ†’”‘–‡…–†”›•‹Ǥ
The need: ones given in the ‘”ƒŽ‘–Ž‡••Ǥ

To feel secure.

To achieve success.
Immunogiser
advertisements. $:,;0

14 YOUTHLINK MAGAZINE | APRIL 1-7, 2014

 yl:information technology

PROGRAMMING LANGUAGES

Top-down design Programming languages fall into the following categories:

1. Machine language/1st Generation
2. Assembly language/2nd Generation
3. High-level language/3rd Generation
NATALEE A. JOHNSON 4. Fourth-generation language
Contributor
GOOD DAY, students. This is lesson 25 in our series of lessons. This week, we will look at These languages can be further categorised as being either low-level or high-level
modularity/top-down design and programming languages (the beginning of a new unit). languages.

USE OF THE TOP-DOWN DESIGN APPROACH TO PROBLEM SOLVING LOW LEVEL

You have learnt in previous lessons the way in which you solve a problem on the computer,
Machine language
and you have been learning thus far how to write your pseudo-codes and how to construct your
Assembly language
flow charts. Now you are going to learn about a technique that can be employed when you have
a big program to code or problem to solve. This method is called the top-down design HIGH LEVEL
approach to programming.

High-level language

Fourth-generation language
WHAT IS TOP-DOWN DESIGN?
The top-down design approach, or modular programming as it is sometimes called, involves Let us now examine each of these languages.
breaking a problem into a set of smaller problems, called sub-problems or modules, followed MACHINE LANGUAGE
by breaking each sub-problem into a set of tasks. This is called a divide-and-conquer
This was the first language available for programming. At the machine level the instructions
approach. When faced with a complex problem, it is easier to break the problem down into
are written in ones and zero (binary digits). This is the only language that the computer
smaller, more manageable sections and tackle each section as a separate entity rather than
understands. See diagram below.
trying to solve the large problem in one go.

Let’s assume you were creating a program to simulate the basic operations of a calculator. ADVANTAGES
ϬϬϬϬϬϬϬ ϬϭϭϬϭϭϬϭ
Below is a diagram depicting a typical top-down design or modularity approach to
Programs execute fast.
ϭϬϬϭϬϬϭϬ ϬϬϬϭϭϬϬϬ
programming for the calculator scenario.
Efficient use of memory.
for the calculator scenario. ϭϬϭϬϭϬϭϬ ϬϭϬϭϬϭϬϭ
ϭϬϬϬϭϬϬϬ ϬϬϭϭϭϬϬϭ
DISADVANTAGES
Problem:
Calculator
Programming is slow and tedious.

Code difficult to learn, read, understand
and correct.
Sub_task_1: Sub_task_2: Sub-task_3: Sub-task_4:
Code is machine-specific – that is, it cannot be used in the same form on other
performing Performing Performing Performing
calculations to add calculations to calculations to calculations to computer models.
numbers subtract numbers multiply numbers divide numbers

ASSEMBLY LANGUAGE
Task 1 Task n Task 1 Task n Task Task These were developed to replace
the zeros and ones of machine >K y͕z
As you may observe with the diagram above, there is a major problem which has been language with symbols that are  y͕z
broken down into two sub-problems. The sub-problems are then broken down into respective easier to understand and ^dKZ 
tasks of which certain specific action(s) will be carried out. remember. It uses special codes
called mnemonics (words that
A sub-problem is a set of related tasks. A task is a set of related actions. An action is a basic suggest meaning) to represent
instruction that needs no further refinement. For example, an action may be a simple machine-language instructions.
instruction such as subtract two numbers. The process of dividing the problem into sub-
See the diagram below.
problems, or modules, and breaking them down into smaller units is called stepwise
refinement.
An assembly language is translated into a machine language by using a translator program
One advantage of modular programming is that when a problem has been decomposed into called an assembler. However, both the machine-language and assembly-language programs
smaller sub-problems, each sub-problem can be solved as a single entity. However, the are machine dependent – meaning that the way the program is written depends on the
solution of each individual sub-problem does not necessarily solve the larger problem. There operation of the computer.
must be cohesion between the modules. That is, there must be a mechanism for
CONTINUED ON PAGE 17
communicating between the different sub-problems.

YOUTHLINK MAGAZINE | APRIL 1-7, 2014 15

 yl:chemistry

4OH-(aq) === 2H2O (l) + O2(g) + 4e

Electrolysis
FRANCINE TAYLOR-CAMPBELL
Contributor
Reaction: 2Cl-(l) === Cl2 (g) + 2e
If the solution is concentrated, then Cl- ions are discharged
preferentially and in this case a carbon electrode is used
instead of platinum as they are resistant to attack by chlorine.
2Cl- (aq) == Cl2 (g) + 2e

ELECTROLYSIS OF AQUEOUS COPPER (II)

MAIN POINTS

IN THE electrolysis of molten substances, only two kinds
of ions are present and both are discharged. The cation is
discharged at the cathode where it gains electrons (reduced)
and form atoms. The molten metal generally coats the cathode.
The anion is discharged at the anode by losing electrons
(oxidised) and forming atoms.

When electrolysing aqueous solutions, the ions of the
substance being electrolysed and water are present. The
discharge of ions at the electrodes will, therefore, be
dependent on the position of the ion in the electrochemical
series, concentration and the type of electrode being used.
(Please review last week’s lesson to understand this concept.)
Write electrode reactions for the electrolysis of molten
sodium chloride.
In a molten substance such as NaCl (l), two ions are present;
a positive ion (cation) Na+ and a negative ion (anion) Cl-.
At the cathode: Na+ migrates towards the cathode (negative
electrode) and gains electrons to form Na, which is deposited
on the electrode.
Reaction: Na+(l) + e === Na (s)
At the anode: Cl- ions migrate towards the anode (positive
electrode) and lose electrons to form chlorine gas.
ELECTROLYSIS OF DILUTE SULPHURIC ACID
Ions present are H+ and OH- from water and H+ and SO42-
from sulphuric acid.
At the cathode: H+ ions migrate towards the cathode and are
discharged as hydrogen gas. 2H+(aq) + 2e == H2 (g)
At the anode: OH- and SO42- migrate towards the anode but
the OH- ion is discharged in preference to the SO42- ion.
4OH- (aq) === 2H2O (l) + O2(g) + 4e
NOTE
Since four mol of electrons are produced at the anode, then
these four mol of electrons must be used up at the cathode.
So, in this reaction, for every one mol of oxygen gas produced,
two mol of hydrogen gas are formed.
ELECTROLYSIS OF AQUEOUS SODIUM CHLORIDE
USING PT/C ELECTRODE
Ions present: Na+, H+, OH- and Cl-.
At the cathode: Na+ and H+ migrate towards the cathode but
H+ is discharged in preference to Na+ (lower in
electrochemical series). 2H+(aq) + 2e == H2(g)
At the anode: OH- and Cl- ions migrate towards the anode. If
the sodium chloride solution is dilute, then OH- ions are
discharged in preference to Cl-.
SULPHATE SOLUTION
Ions present: H+, Cu2+, OH- and SO42-.
At the cathode: Cu2+ and H+ ions migrate towards the
cathode where the Cu2+ ions are discharged in preference to
H+ ions as it is lower in the series.
Cu2+(aq) + 2e === Cu (s).
This copper is deposited on the cathode which gets thicker.
The blue colour of the copper sulphate solution gradually fades.
At the anode: Two reactions can occur at the anode
depending on the type of electrode used. Using Pt/C
electrodes, OH- ions are discharged in preference to SO42-.
4OH- (aq) == 2H2O(l) + O2(g) + 4e. The solution becomes
acidic as Cu2+ and OH- ions are removed leaving H+ and SO42-
ions.
Using copper electrode as the anode results in the copper
from the electrode being converted to copper ions (a process
which requires less energy) and the anode dissolves and gets
thinner.
Cu(s) === Cu2+ (aq) + 2e. The concentration of the solution
is unchanged (the blue colour remains the same).
Francine Taylor-Campbell is an independent contributor. Send questions
and comments to kerry-ann.hepburn@gleanerjm.com

Immigration schemes
yl:history

DEBBION HYMAN
Contributor
1. LIST FOUR countries from which British Caribbean
planters derived labour in the post-emancipation period.
2. Discuss two reasons why the planters turned to labour
sources in the British Caribbean in the post-emancipation
period.
3. Discuss the push-and-pull factors that led to the
migration of liberated Africans and Europeans to the
Caribbean in the 19th century.
THE THRUST FOR EXTERNAL LABOUR
1. THE DESIRE TO SUPPRESS WAGES
The planters introduced immigrant labour as they believed
this would have helped to keep the wages down. Blacks had
demanded adequate remuneration, but the planters found
that they could suppress wages if they could introduce cheap
foreign labour. This, in essence, would reduce the demand
power of the blacks because, if they refused what was being
offered, an immigrant was quite able to fill the position.
2. DECREASE IN LABOUR FORCE
Full emancipation resulted in the flight of labour from the
plantations. Apprentices had now gained their freedom and
many were reluctant to work any at all on the plantation. In
the smaller territories where the ability to access land was
limited and alternative occupations were also limited, ex-
slaves had no choice but to continue plantation work. For
example, planters in Barbados and St Kitts had very little
difficulty in accessing labour in the post-emancipation
CONTINUED ON NEXT PAGE

16 YOUTHLINK MAGAZINE | APRIL 1-7, 2014

 ADVANTAGES

Programming faster and less tedious than for machine language.
yl:information technology (continued)

Code is easier to learn, read and understand than for machine language.

Execution faster than high-level languages.
DISADVANTAGE

Programming slower and more tedious than high-level languages. Code is machine
specific.
HIGH-LEVEL LANGUAGE
These differ from low-level languages in that they require less coding details and make
programs easier to write. They are closer in appearance to natural language, for example,
English and French. Programs written in high-level language is called source code, while the
translated version is called object code. These programs must be translated to a form which
can be accepted by the computer. This is achieved by means of a special translator programs
called compiler and interpreter.
Here’s a diagram illustrating the relationship between the source code and the object code.
In contrast to a compiler, an interpreter does not translate the whole program prior to
execution. Rather, it translates the code, line by line during the execution of the program. With
the compiler, all the translation is done and then the object program is executed. They are not
machine dependent. Examples of high-level language are Basic (Beginners All-Purpose
Symbolic Instruction Code), Pascal (which is the programming language you will learn for
CSEC), COBOL (Common Business Oriented Language), JAVA, C Programming and so on.
ADVANTAGES

Programming faster and less tedious.

Code is easier to learn, read, understand and correct.

Language is more English and math like.
DISADVANTAGE

Program executes slowly.
FOURTH GENERATION
They are often described as very high-level languages and referred to as 4GLs. They are
easy-to-learn, easy-to-use languages that enable users or programmers to code applications
much more quickly than they could with lower-level languages. Two examples of 4GLs are
DBASE and FOXPRO.

SOURCE TRANSLATOR OBJECT

CODE CODE
ADVANTAGE

Useful for generating reports.

>/E<ͬ>KZ DISADVANTAGE
COMPILER or
INTERPETER ;ƐƚŽƌĞƐĐŽĚĞŝŶ
Can be very wordy.
ŵĞŵŽƌLJͿ
We have come to the end of this lesson. See you next week, when we will look at some key
programming terms and the Pascal language. Remember that if you fail to prepare, you should
be prepared to fail.
yhd>
K
Natalee A. Johnson teaches at Ardenne High School. Send questions and comments to
kerry-ann.hepburn@gleanerjm.com

period. It was in the large territories such as Jamaica, British the Caribbean. They primarily went to British Guiana and approval of this scheme as it seemed to be a revival of the slave
Guiana and Trinidad that planters faced such difficulty and had Trinidad and a few to the Windward Islands. They were brought trade. However, in 1840, approval was granted. At first they
yl:history (continued)

to turn to immigration schemes as an alternative labour source.
The hope was that immigration would provide a permanent
source of labour for the plantations.
THE EUROPEANS
Due to a decline in the white population, planters sought
European immigrants to increase the size of the white population. It
was hoped that Europeans would set an example of industry to ex-
slaves and eventually develop into a middle class. They would
settle on available land in the interior, thus, forcing ex-slaves off the
land and back to the plantations. Jamaica imported the largest
number. Europeans also went to Trinidad, British Guiana and St
Kitts. These immigrants were mainly Scots, Irish, French and
Germans. They were recruited under a bounty system.
PROBLEMS WITH EUROPEAN IMMIGRATION
Europeans were unsatisfactory as most died from tropical
diseases, heat stroke and by drinking themselves to death. They
also refused to work on the plantations with blacks. Many asked
to be sent home or migrated to the United States. Planters also
failed to supply proper food, shelter and medical facilities.
THE PORTUGUESE
Madeirans were attracted to the higher wages being paid in
in by government bounty. Most came during periods of famine
in Madeira (1846-1847). Their numbers decreased after 1847
until the scheme ended in 1882.
PROBLEMS WITH MADEIRAN IMMIGRATION
The Madeirans died in large numbers. They suffered severely
from yellow fever, malaria, overwork and inadequate food. The
scheme was very irregular and most of them went into trading
as soon as their contracts ended. In addition, the Madeiran
government objected to the scheme, since so many of its
citizens were leaving, and implemented measures which made
it difficult for their recruitment.
THE AFRICANS
There were two distinct groups of Africans that were used as
labourers in the post-emancipation period. These were the free
Africans and the liberated Africans. The free Africans were
persons who willingly opted to work on the plantations in the
Caribbean. The liberated Africans were persons freed by British
naval personnel from vessels illegally transporting them to the
Caribbean as slaves.
FREE AFRICANS
Attempts were made to obtain Africans from the Kru Coast
and Sierra Leone. The British government was reluctant to grant
were recruited privately but the British government assumed
direct control two years later.
PROBLEMS
1. Very few Africans were willing to travel to the Caribbean.
There were no catastrophes in Africa which would make them leave.
2. Many who came to the Caribbean did not remain on the
plantations. Rather, they followed the ex-slaves and settled on
lands and became peasant farmers.
LIBERATED AFRICANS
The largest number of Africans who came to the British
Caribbean were ‘rescued’ by the British Navy from slave ships
bound for Cuba and Brazil. These Africans were forcibly
indentured for up to five years in the Caribbean, primarily in
British Guiana, Trinidad and Jamaica.
PROBLEMS
1. The number of liberated Africans was too small to make a
difference to the labour situation. This scheme ended when Cuba
and Brazil abolished slavery in 1866 and 1888, respectively.
Like the blacks, they abandoned the estates and settled on land.
Debbion Hyman teaches at St Hugh’s High School. Send questions and
comments to kerry-ann.hepburn@gleanerjm.com

YOUTHLINK MAGAZINE | APRIL 1-7, 2014 17


Osmosis in animal cells
MONACIA WILLIAMS
Contributor
OOD DAY, students. How are you? I hope last week
G was a good one for you and that this week will be even
better! Remember that you need to take care of
yourself, eat right, take your vitamins and exercise regularly.
Did you learn anything from the experiment that was
carried out last week? Were you brave enough to try and do it
at home? Look carefully at how it was written up; this is how
you should write up your experiments in order to get good
scores for your labs.
This week, we will continue our study of the movement of
substances as we look at osmosis in animal cells. Do you
remember the definition for osmosis? If you don’t, go back to
the relevant lesson and remind yourself. Always bear in mind
that when the word osmosis is used, it is used in reference to
the movement of water molecules only (all other
particles/molecules move by diffusion) and that a
concentration gradient must exist for osmosis to take place.
Do you remember what happened when plant cells were
placed in different solutions? Of course, you do! When they
were placed in a hypotonic solution (large number of water
molecules), the plant cells became turgid. Despite the fact that
they became swollen due to the entry of water molecules, they
did not burst because the cell wall resisted the force of the
liquid against the cell membrane and held everything in place.
When the plant cells were placed in a hypertonic solution,
water molecules left the cells but they did not lose their shape
because, again, the cell wall was not affected; instead they
became flaccid.
In the animal cell there is no cell wall, so what do you think
is going to happen when the cells are placed in a hypotonic
solution? That is right! Water is going to enter the cells; they
are going to swell up and, eventually, the cells are going to
burst. This condition is known as lysis.
When they are placed in a hypertonic solution, water
molecules are going to leave the cells and enter into the
solution. When they do, the cells shrink and lose their shape
and are said to be crenated. Remember now, the same thing
happens in both plant and animal cells. However, the terms
used to describe what happens are different! In hypotonic
solution plant cells become turgid, animal cells undergo
lysis; in hypertonic solutions, plant cells become flaccid,
18
yl:biology
animal cells undergo crenation. The condition in animal cells
can be demonstrated in the laboratory using red blood cells.
In light of what you have just learnt, can you see why it is
important for you to keep the concentration of the blood
plasma (the liquid portion of the blood) constant? Think of
what would happen if the plasma became too watery? Think of
what would happen if it became too concentrated? These are
not pleasant thoughts, are they? Thank heavens for the
kidneys! They are responsible for water balance in the body.
Look at the diagram below. It shows what happens when
the red blood cell is placed in the different solutions about
which we spoke. What happens in the isotonic solution? Was
your answer “There is no osmosis”? If so, then you are
correct and it means that you have grasped the concept! The
cell and the solution are in equilibrium. Notice that the water
molecules do not stop moving, but look at the arrows;
movement is in both directions. There is no gradient because
the concentration of water molecules in the cell is equal to the Do you remember that single-celled animal, the amoeba?
concentration in the solution; osmosis stops when this Why doesn’t it burst? Doesn’t water enter it? Well, yes, water
occurs. does enter into the amoeba but, when it does, it goes into a
special structure known as a contractile vacuole. When the
vacuole becomes filled with water, it moves to the surface of
the cell and it bursts, releasing the water that entered by
osmosis (Figure 2). After this, the process begins all over
again.
FIGURE 2
Have a great time until we meet again! Find ways to enjoy
your work!
&ŝŐƵ
Monacia Williams teaches biology at Glenmuir High School. Send
ŽƵ ƌĞŵĞŵďĞƌƚŚĂƚƐŝŶŐůĞĐĞůůĞĚ ĂŶŝŵĂůƚŚĞ ĂŵŽĞ questions and comments to kerry-ann.hepburn@gleanerjm.com
LJĞƐ ǁĂƚĞƌ ĚŽĞƐ ĞŶƚĞƌ ŝŶƚŽ ƚŚĞ ĂŵŽĞďĂ ďƵƚ ǁŚĞ
YOUTHLINK MAGAZINE | APRIL 1-7, 2014
 yl:principles of accounts

tŽƌŬŝŶŐƐ͗

Incomplete
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ĂůĂŶĐĞĂƚ:ĂŶƵĂƌLJϭ͕ϮϬϭϮ ϯϵϰϬϬ
΀ǁϭ΁ ĚĚWƵƌĐŚĂƐĞƐ ϰϲϬϬ
ϰϰϬϬϬ
>ĞƐƐĞƉƌĞĐŝĂƚŝŽŶ ϲϲϬϬ
ĂůĂŶĐĞ Ăƚ ĞĐĞŵďĞƌϯϭ͕ ϮϬϭϮ ϯϳϰϬϬ
Ψ Ψ

records
΀ǁϮ΁ ĂƉŝƚĂůсƐƐĞƚƐ ʹ>ŝĂďŝůŝƚŝĞƐ
&ŝdžĞĚƐƐĞƚƐ ϯϵϰϬϬ
ƵƌƌĞŶƚƐƐĞƚƐ ϯϰϮϬϬ ϳϯϲϬϬ
>ĞƐƐƵƌƌĞŶƚ>ŝĂďŝůŝƚŝĞƐ ϮϱϲϬϬ
ĂƉŝƚĂůĂƚ:ĂŶƵĂƌLJϭ͕ ϮϬϭϮ ϰϴϬϬϬ

΀ǁϯ΁ tŽƌŬďĂĐŬǁĂƌĚƐ͕ƚŚĂƚŝƐ͕ĨŝůůŝŶƚŚĞĨŝŐƵƌĞƐLJŽƵŬŶŽǁ ĂŶĚ

ĐŽŵƉƵƚĞ ŶĞƚ ƉƌŽĨŝƚ ĨƌŽŵ͗
ROXANNE WRIGHT
Contributor dŽƚĂů ƐƐĞƚƐʹ>ŝĂďŝůŝƚŝĞƐнƌĂǁŝŶŐƐʹĂƉŝƚĂůďĞŐŝŶŶŝŶŐ
с ΨϴϬϰϬϬ ʹ ;ϰϬϬϬ нϮϲϲϬϬͿ н ϮϰϬϬϬʹ ϰϴϬϬϬ
QUESTION сΨϮϱϴϬϬ

On January 1, 2012 James Marshall’s financial position was: ΀ǁϰ΁ ĂƉŝƚĂůĞŶĚс ƐƐĞƚƐĞŶĚʹ>ŝĂďŝůŝƚŝĞƐĞŶĚ
Fixed assets $39,400 сΨ;ϯϳϰϬϬн ϰϯϬϬϬͿ ʹ ;ϰϬϬϬн ϮϲϲϬϬͿ
сΨϰϵϴϬϬ
Current assets $34,200
Current liabilities $25,600 SOLUTION
a.
There were no long-term liabilities. James Marshall
Balance Sheet as at December 31, 2012
͕
During the year 2012, he bought fixed assets for $4,600 and borrowed $4,000, repayable in Ψ Ψ
2023[>1]. At the end of the year, his current assets were $43,000 and current liabilities were &ŝdžĞĚƐƐĞƚƐ΀ǁϭ΁ ϯϳϰϬϬ WƌŽƉƌŝĞƚŽƌƐŚŝƉ
$26,600. He had taken drawings of $24,000 during 2012 and his fixed assets had depreciated ƵƌƌĞŶƚƐƐĞƚƐ ϰϯϬϬϬ ĂƉŝƚĂů:ĂŶ͘ϭ͕ϮϬϭϮ΀ǁϮ΁ ϰϴϬϬϬ
by $6,600. ĚĚEĞƚ WƌŽĨŝƚ ΀ǁϯ΁ ϮϱϴϬϬ
ϳϯϴϬϬ
>ĞƐƐƌĂǁŝŶŐƐ ϮϰϬϬϬ
ĂƉŝƚĂůĞĐĞŵďĞƌ ϯϭ͕ϮϬϭϮ΀ǁϰ΁ ϰϵϴϬϬ
YOU ARE REQUIRED TO: >ŽŶŐdĞƌŵ >ŝĂďŝůŝƚŝĞƐ ϰϬϬϬ
a. Draw up a statement, which may be balance sheet form, to show the net profit for 2012. [>2] ͺͺͺͺͺͺ ƵƌƌĞŶƚ>ŝĂďŝůŝƚŝĞƐ ϮϲϲϬϬ
ϴϬϰϬϬ ϴϬϰϬϬ
b. Calculate as at December 31, 2012 for James Marshall the:
i. Working capital ALTERNATIVE SOLUTION
ii. Capital owned
iii. Capital employed (that is the long-term funds employed in the business). Capital end= Capital beginning + Net Profit - Drawings
Net Profit = Capital end - Capital beginning + Drawings
c. The current assets and the current liabilities employed at the end are:
Current assets:
Stock $29,000 James Marshall
Debtors $12,200 Statement to compute net profit for the year 2012
Cash $ 1,800 Ψ Ψ
&ŝdžĞĚƐƐĞƚƐ΀ǁϭ΁ ϯϳϰϬϬ
$43,000 ƵƌƌĞŶƚƐƐĞƚƐ ϰϯϬϬϬ ϴϬϰϬϬ
>ĞƐƐ>ŽŶŐdĞƌŵ >ŝĂďŝůŝƚŝĞƐ ϰϬϬϬ
Current liabilities: ƵƌƌĞŶƚ>ŝĂďŝůŝƚŝĞƐ ϮϲϲϬϬ ϯϬϲϬϬ
ĂƉŝƚĂůĂƚĞŶĚŽĨLJĞĂƌ ϰϵϴϬϬ
Trade creditors $25,000 >ĞƐƐĂƉŝƚĂůĂƚ ďĞŐŝŶŶŝŶŐŽĨ LJĞĂƌ ΀ǁϮ΁ ϰϴϬϬϬ
Accrued expenses $ 1,600 ϭϴϬϬ
$26,600 ĚĚƌĂǁŝŶŐƐ ϮϰϬϬϬ
EĞƚ WƌŽĨŝƚ ϮϱϴϬϬ

Explain what these figures tell you about James Marshall’s financial position at December 31, b. i. Working Capital = Current assets - Current liabilities
2012. = $43,000 - 26,600
REASONING = $16,400
[>1] Loan repayable in 10 years’ time is a long-term liability.
b. ii. Capital owned = Total assets - Total liabilities
[>2] Net Profit = Capital end - Capital beginning + Drawings.
= $80,400 - 30,600
Where Capital = Assets - Liabilities.
= $49,800
[>3] Compute the necessary and useful ratio then comment on the individual figures.
SEE CONTINUATION NEXT WEEK

YOUTHLINK MAGAZINE | APRIL 1-7, 2014 19


Sustainable development
MAUREEN CAMPBELL
Contributor
CONCEPTS RELATED TO HUMAN
RESOURCES
POPULATION, BIRTH rate, death rate,
natural increase, life expectancy, infant
mortality rate, fertility rate, migration,
immigration, emigration, net migration, brain
drain, urbanisation, depopulation, population
density, population distribution, dependency
ratio, employment, unemployment,
underemployment, unemployable, labour
force, sustainable development, population
census, resource and human resource.
CONCEPTS RELATED TO PHYSICAL
RESOURCES
Development, environment, conservation,
energy, renewable resource, natural resource,
non-renewable resource, renewable resource,
infrastructure, food security, pollution,
conservation, global warming and green
house effect.
CHARACTERISTICS OF POPULATION
POPULATION STRUCTURE
The correct term for the study of the
population is demography. This is the study of
the changes in the composition: the size, age,
distribution, sex balance of the population.
Population structure is the population
make-up of a country. It is commonly
described using a population pyramid. A
population pyramid wide at the base means
that there is a large proportion of youths. This
is the structure of a developing country and it
includes various aspects of the society,
including the population density, distribution,
size and stratification.
20
POPULATION SIZE
This is determined by the number of people
born, the number of people who die and the
difference between the numbers entering and
leaving the country.
BIRTH RATE
This is the number of babies born in a year
for every 1,000 people in the population. The
higher the birth rate, the more babies are born.
FERTILITY RATE
This is the number of children born for
every 1,000 women of childbearing age
(approximately 15 to 40 years of age).
POPULATION PYRAMIDS
This is a way of displaying the age/sex
structure of a population. We can analyse it to
predict the future and plan accordingly.
DEPENDENCY RATIOS
This is a ratio that compares the percentage
of population available for work (15-64) to that
of those who are economically inactive. To get
this ratio, we look at the number of all children
14 and under plus those aged 65 and over
then divide by the number of adults aged 15-
64. However, as a population we must realise
that the higher the ratio the more potential
problems for the future.
SEX BALANCE
This is the age/sex balance that exists. As
mentioned before, the usual way to show this
is with a population pyramid. This is simply a
combination bar graph showing the
percentage of males at different ages and the
percentage of females at different ages. It can,
however, tell a lot more about a country and its
development.
YOUTHLINK MAGAZINE | APRIL 1-7, 2014
POPULATION PYRAMIDS
When the base is very wide, it indicates a
very high birth rate. If the width drops off very
quickly, it means that there are not many
people living to very old ages; very few reach
old age. A large base means a high birth rate
but a wider and taller pyramid means that
more people are living to older ages. A more
dome-shaped pyramid means that many
people are living to older ages as the quality of
life improves. There are also proportionately
fewer births. There may also be a very small
base due to the very low birth rates and death
rates displayed in the wide top. With this,
there are serious implications about providing
for the elderly population as there is an
increasing cost of health care and the need for
more pensions, especially as the working
population becomes proportionally smaller.
POPULATION COMPOSITION
Population composition refers to the
combined demographic characteristics of
person within a geographic area. Major
characteristics of a population include age,
sex, occupation, ethnicity, religion,
dependency ratio. Age, sex, race and ethnicity,
to an extent, are all ascribed characteristics at
birth and, in most cases, are not amenable to
change.
ETHNICITY
‘Out of Many, One People’. This illustrates
the racial mixture in the Caribbean. There are
two distinct factors which influence the size of
families across ethnic groups: culture and age
composition of the ethnic group. This is so as
ethnicity has its roots in common cultural
heritage.
AGE
The greater the numbers of younger people
in a society, the higher the birth rate. Knowing
yl:social sudies
the proportion of the population in each age
group is important in every country for
development purpose. It influences whether a
population will increase in size. High growth
rates mean more young people. The age
distribution represents its most significant
compositional variable for a population as it
suggests whether a country has a young or an
old population.
SEX
Populations can be divided into male and
female. More women than men live to an old
age. The over-80 age group is predominantly
female. This is stated as the number of males
to 100 females.
OCCUPATION
People change their occupation as they
progress from young children to students then
from one job to another as their career
develops unto retirement. The working
population may be divided into different
industries such as agriculture or mining.
RELIGION
Christianity is the dominant religion to be
found in the region; a legacy of plantation life.
Islam and Hinduism are the legacy of
indentureship and there are various religions
associated with our mixed cultural base.
ACTIVITIES
1. Why is it necessary to study a country’s
population?
2. What are the major components of a
population and why do we need to study
them?
Maureen Campbell teaches at St Hugh’s High School.
Send questions and comments to
kerry-ann.hepburn@gleanerjm.com
 yl:mathematics

Length of a vector
While the aspects of vectors presented below are relatively simple, the points noted are
sometimes missed by students to their detriment. Please review and note them well.

CLEMENT RADCLIFFE PRACTICE EXAMPLE

Contributor
AT THE outset, let us review the homework given last week.

HOMEWORK
The diagram below shows vector b and vector c.

Express in the form :

(i) b (ii) c (iii) c + b (iv) c - b

SOLUTION
(iii) b + c = 2 + –5 (iv) ) b - c = 2 – –5
(i) b = 2 –1 3 –1 3
–1

(ii) c = –5 = 2 – –5 = 7
3 = –3 –1 –3 –4 In the diagram above, A and B are points such that OA = a and OB = b. The point P
2
(not shown) is such that OP = ò a + b,

(i) Write OP in the form x

y

(ii) Determine the length of OP.

SOLUTION

(i) From the diagram, the coordinates of A = (6, 8) and B = (5, 11)
It was illustrated in last week’s lesson that if the coordinates of A is (6, 8), then the

position vector OA = 6
8
∴position vectors
a= 6 and b = 5
8 11

Since OP = ½a+b

then ½ 6 + 5 = 3 + 5 = 8
8 11 4 11 15

∴OP = 8
LENGTH OF VECTOR ON CARTESIAN DIAGRAM 15
I do hope that you realize that the coordinates of the point P are (8, 15).
The vector AB = 4 may be
3
illustrated on the CARTESIAN DIAGRAM (ii) Using the formula for length-:
2 2 2
as follows: OP = x + y [Using Pythagoras’ theorem]
2 2
= 8 + 15 = 64 + 225 = 289
As ACB is a right angled triangle ∴length of OP = √289 = 17
then using Pythagoras' Theorem
AB2 = AB2 + CB2
∴ AB2 = 42 + 32 = 16 + 9 We will continue next week.
∴ AB = ¥25 = 5

It follows that for AB = x , then the length of AB2 = x2 + y2 Clement Radcliffe is an independent contributor. Send questions and comments to
y kerry-ann.hepburn@gleanerjm.com

YOUTHLINK MAGAZINE | APRIL 1-7, 2014 21

 yl:principles of business
YVONNE HARVEY COMPROMISE STRATEGY
Contributor
AT THE end of this lesson, students should be able to:
1. Identify potential sources of conflict within an
organisation.
2. Identify strategies for the resolution of conflict
Internal conflict This is where everyone involved in the conflict
agrees to a mutually acceptable solution. Everyone
involved personally contributes to the decision and
it is the preferred method of conflict resolution.

within an organisation.
the actions of any one person or group undermine
Job dissatisfaction in terms of : WIN/LOSE STRATEGY
the goals of the organisation. What, though, are the (a) Pay This is the most dangerous approach to conflict
Hi, everyone. Conflict within organisations is a resolution. This strategy is one in which no one
potential sources of conflict within an organisation? (b) Promotion prospects
real problem. Managers and employees have compromises, thereby resulting in one person
(c) Working hours and times of attendance
personal contact with each other as well as with winning and one losing. The win-lose situation is
POTENTIAL SOURCES OF INTERNAL (d) Holiday arrangements
other managers and employees hundreds of times destructive and management should always attempt
CONFLICT (e) Job security
each week. At times, people disagree with each to prevent them.
(f) Friendships and relationships between
other. Most job disagreements are likely to be
Lack of communication and/or poor
employees.
temporary and are easily settled. Disagreements, communication.
however, become concerning to a business when
Poor judgement and problems not dealt with OTHER STRATEGIES
Now we know some of the many sources of There are some specific strategies that the
they lead to conflict. effectively by management. internal conflict. Since, however, these conflicts principles of business requires us to consider:

Inconsistencies and violation of work rules. may arise from time to time, how are they to be

Lack of motivation or encouragement by
mediation
WHAT IS CONFLICT? resolved?
arbitration
Conflict is a situation that develops when one management.

trade union representation
person interferes with the achievement of another’s
Harsh leadership styles and/or inappropriate
CONFLICT-RESOLUTION STRATEGIES
goals. Conflicts usually occur between two people leadership styles. You can do some research on these for next
Each situation differs and it is necessary to
but they may also occur between an individual and
Lack of corporation or lack of willingness week. I will begin that lesson by briefly considering
decide which type of strategy will best resolve the
a group or between groups. Since a conflict can be among workers and management. these and then move on to consider the guidelines
conflict. Here are some suggestions:
an obstacle to job performance, managers need to
Dishonesty among workers and managers. for establishing good relations between managers
be concerned about it.
Work not done properly. and employees.

Lazy workers and managers. AVOIDANCE STRATEGY
A modest amount of conflict is sometimes This is where a neutral position is taken or one

Inflexibility. See you all next week. Keep safe until then.
beneficial because it may challenge employees and agrees with another’s position even though it differs

Poor decision making.
stimulate new ideas. However, while some conflict from his or her personal belief. However, if a

Hostility and suspicion. Yvonne Harvey teaches at Glenmuir High School. Send
in organisations may be healthy, too much conflict disagreement involves extremely important issues, questions and comments to

Misunderstandings. an avoidance strategy may not be advisable.
can be harmful. Undesirable conflict results when kerry-ann.hepburn@gleanerjm.com

that office was typical of how the poor ordinary folk were treated and

Let’s continue that it angered him enough to walk away. The behaviour of the clerk
may have solidified the idea in his mind that people of his class were
still being treated badly; just as badly as how the Spiritual Baptists had
been treated before he had been sent to prison. How else can we
yl:english literature
he could not, despite his taunts, stir the manliness of any to face him.
BERYL CLARKE
Contributor explain his treatment of the men and women, of the engineer to whom This seemed to have been the last straw for him. He had to admit the
he applied for a job and of Mitchell, of Mitchell in particular? fact that his people had become weak, spineless and that they would
HE WHOLE district of Bonasse must have been rocking with the

T news of the incident between Corporal Prince and Bolo. Not

surprisingly, Bolo was sent to prison and when he returned home,
he was a different person. What did you expect? Did you think that he
would have been happy knowing that his church community had not
defended itself or that no one had come to his help when the policemen
beat him into submission? I would like you, at this point, to list the
possible feelings that Bolo must have had. I see him as angry,
frustrated, disillusioned, bitter and even uncaring. And now you are
probably asking about my use of the word ‘uncaring’. If the reason is
not immediately clear to you, I want you to remember how he treated
Mitchell and Primus’ two daughters. We will get to that, though.
Before Bolo went to prison he commanded respect. When he comes
out, he is determined to get it again. This time, however, it is not
through his stick fighting prowess but through his disregard for the
feeling of others. It is now as if he has to prove to the people that he is
still a man, someone with whom they had to reckon. His decision to go
into farming may have made a difference in his life. After all, if he had
got the piece of land he could have spent his days working hard and
earning his livelihood. Unfortunately, when he witnessed the way the
clerk in the agriculture office behaved, he walked out and did not go
back. We could say that he was impatient and, perhaps, he did not
really want the land and the opportunity that it represented. We could
also say, though, that the cold and disrespectful attitude that he saw in
He was very restless, even leaving the village from time to time but
always returning. He told Buntin, ‘I feel as if time flying away and
leaving me.’ Eva was to say too that he (Bolo) seemed to be searching
for his life. Carnival that year brought his rage to a boil. His concern for
others as well as his contempt for cowardice drove him into savagery.
Picture the incident, please. In fact, you could dramatise it. In a
celebratory mood, the people gather for, let us call it an exhibition in
stick fighting. Some of the well-known fighters are there, many who
were now old and no longer in the game. We must bear in mind that
this was one way that men tested themselves as warriors, showing their
manliness. On this occasion, Matthew Raymond dominated the
proceedings as he easily disposed of whoever faced him in the ring. He
was no Bolo though, for he lacked grace and style. The best efforts of
the chantwells failed to stir the pride of the stick fighters, failed to get
them into the ring until a 17-year-old boy stepped in and then, only
then did the experienced men want to fight. Innocent opposes the boy,
Lester, and taking advantage of the boy’s inexperience, toys with and
then injures him. Bolo in that instant reverts to his former role as
champion of the people and rushes in to face Innocent who, you will
agree with me, was anything but innocent.
I believe that you know what happened then; how shamefully
Innocent conducted himself, grinning like a clown and pretending to be
joking and then slinking away into the crowd. No one would fight Bolo;
accept anything from him. It was after this that his reign of terror
began. He was always looking for a fight, constantly pushing and
prodding at others. So he drinks Mitchell’s liquor without paying,
causes the failure of the man’s business, eventually smashes his bar
goods and furniture, terrorises the gambling club, takes goods from
whoever he chooses without paying, takes women, married or single
and gets respect from the police. I wonder whether you would agree
with me that Bolo does what he does to challenge the men of Bonasse
to be men. It seems to me that he is ashamed of their resignation, their
acceptance of things as they were and refusal to stand up for
themselves. His action shows that he refuses to be like them.
Eva Dorcas, our storyteller sees him as a Christ-like figure. She
sees him as the one who was willing to go up against the status quo.
You do not have to agree with her. Remember, this is literature and
your interpretation is also valid as long as the text substantiates it. Her
husband’s belief is that he had gone too far when he took the girls to
live with him; that he was one man against many and could not be
allowed to continue his rampage. Do you think Bolo wanted to die?
Were the confrontations not only because he wanted to shock others to
respond to him or was he tired of being part of the society? These are
questions I leave you to ponder.
Beryl Clarke is an independent contributor. Send questions and comments to
kerry-ann.hepburn@gleanerjm.com

22 YOUTHLINK MAGAZINE | APRIL 1-7, 2014