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2012 KCSE CRE PAPER 1 MARKING SCHEME

CHRISTIAN RELIGIOUS EDUCATION

PAPER 1

MARKING SCHEMEME-2012

  1. (a) The literary forms used in the writing  of the Bible

(i) Poetry

(ii) Wise sayings

(iii) Prose/narratives

(iv) Letters/Epistles

(v) Legal/Law expressions

(vi) Songs

(vii) Prophetic/ speeches

(viii) Gospels

(ix) Philosophical essays

(x) Prayers eg Nehemiah

  1. xi) Sermons                        (6×1=6 marks)

      (b)             Reasons why the Bible had to be compiled into its present form by early                                                 Christians.

(i) The eye witnesses of Jesus Christ were being killed.

  1. ii) In order to prevent information from getting lost/distorted

iii) Due to the expansion of the church/increased number of believers/who needed                                                      material to refer to.

iiv) To counteract false teachings/ teachers who were confusing the believers.

(v) To ensure that same doctrines/beliefs, were being taught to all Christians

  1. vi) To reach out to the Jews in Diaspora/ gentiles

vii) To preserve an orderly account of biblical themes/ distortion

(4×2= 8 marks).

    (c)   Ways in which Christians use the Bible in Kenya today.

(i) Christians read the Bible for spiritual growth/ meditation/ Bible study

(ii) They use it for instructing converts.

(iii) It is used as a text book when teaching Christian Religious Education in schools/colleges.

(iv) It is used as resource material in search of general knowledge.

(v) It is used to compose Christian hymns/ songs/ dramas/ plays/ films.

(vi) It is used in taking oaths/vows/swearing.

(vii) It is used as a prayer book

(viii) It is used for preaching evangelism

(ix) It is used to explain Christian ethics/ rituals/ doctrines.

  1. x) It is used to produce Christian literatures of Christian magazines

(6 x 1 = 6 marks)

  1. a) The covenant ceremony between God and Abraham.

(i) Abraham was in doubt for the promise of a son.

(ii) God assured him that his own son would inherit him and not Eliezer of Damascus.

(iii) God showed Abraham the many stars and confirmed that his decedents would be as the stars.

(iv) God asked Abraham to bring him a heifer, a goat, a ram, each three years old, a dove and  a young pigeon.

(v) Abraham cut the animals into and arranged the halves in two rows.

(vi) The birds were not cut.

(vii) He drove away the birds of prey that targeted the carcasses.

(viii) At sunset Abraham fell into a deep sleep.

(ix) God spoke to him giving the promise that his descendants would be slaves for  four

hundred years but He would set to liberate them.

(x) Abraham was promised a long peaceful life. Good old age.

(xi) Abraham saw God pass through the carcasses in form of a smoking fire pot and a                                      flarming torch.

xii) Reaffirmed to give them land.

                                                                                                                                     (7x1=7marks)

 

  1. b) Differences between Jewish and the traditional African circumcision practices.

(i)  In the Jewish community, it is for boys only while in some traditional African

communities it is for both boys and girls.

(ii) In the Jewish community, it is done on eighth day while in traditional African communities                    it is done during adolescent stage.

(iii) Its purpose in the Jewish community is to identify with God’s people while in traditional African communities it is to promote one to adult life.

(iv) Among the Jews, the practice was commanded by God while in traditional African                                         communities it was done in obedience to the ancestors.

(v) The rite is not seasonal among the Jews as is the case in traditional African communities.

(v) In traditional African communities it is a gate way to more responsibilities while                                          among the Jews one is too young for any responsibility.

(4×2= 8 marks)

 

  1. c) Reasons why church leaders in Kenya take vows before starting their mission.

(i) To receive God’s blessing/guidance.

(ii) To get acknowledgement from the people being served.

(iii) It reminds the leader to stick to the church regulations/mission.

(iv) To get the authority of God to lead.

(v) It gives the leader courage to do his/her work.

(vi) It shows one’s willingness/ commitment to serve.

(vii) To emulate the Biblical way of commissioning servants of God.

(5×1=5marks)

  1. (a) Ways used by King David to promote the workup of God in Israel.

(i) He brought the ark of the covenant to Jerusalem.

(ii) He made Jerusalem a holy city where Israelites from all over the land came for important                    religious occasion.

(iii) He composed the Psalms which were used in worship by the Israelites.

(iv) He showed respect to the prophets of Yahweh/listened to their messages.

(v) He wanted to build a temple for God/made preparations for its construction.

(vi) When he made mistakes, he asked for Yahweh’s forgiveness/repented.

(vii) He sought for God’s guidance in whatever he wanted to do

viii) He entered into a covenant with God.

  1. ix) He build alters / offered sacrifices

(6×1=6marks)

 

   (b)    Life skills used by Prophet Elijah to fight against false religion.

(i) Asseniyeness – he told Ahab that he was the cause of trouble in Israel.

(ii) Creative thinking – He requested for a contest between the prophets of Baal and himself.

(iii) Decision making -He killed the prophets/prophetess of baal.

(iv) Self esteem – He was convinced that God was on his side.

(v) Negotiation – Elijah asked the Israelites to choose between God and  Baal.

 

 

(vi) Conflict resolution – Through the contest, he convinced the Israelites that Yahweh was the true God.

(vii) Effective communication – He explained to the people how the contest was to be carried   out.

(viii) Self awareness  – He knew that he was the prophet of the true God/ he had confidence   in himself.

                                                                                  (4×2 = 8marks)

 

    (c)  Problems faced by church leaders in carrying out their work.

(i) They receive threats from the opponents.

(ii) They lack material/ financial assistance.

(iii) There is lack of cooperation from the church members.

(iv) There is rivalry among the leaders/themselves.

(v) They may not be good role models/hypocrisy.

(vi) They may suffer from long separation from their families.

(vii) There is misinterpretation of the Biblical theology from different sources/ Science &                                      technology.

(viii) Greed for things/property.

(ix) They may be posted to a hostile working environment.

(x) There is political interference in their work.

(xi) They may lack adequate skills for carrying out their work.

xii) Permissiveness/ corruption/ mass media

xiii) Rejection

(6×1 = 6 marks)

  1. a) Reasons why Amos was against the worship of God in Israel

(i) The Israelites had neglected God/worshipped idols.

  1. ii) They practised insincere worship/had no inner faith.

iii) The worshippers were not righteous/they mistreated fellow Israelites which was against      God’s teaching.

  1. iv) They worshipped God as well as Baal/practiced syncretism.
  2. v) They were impatient during the worship ceremony/wanted to go back to their businesses.
  3. vi) They gave sacrifices/ offerings as a show off/ pride/ not for love of God

vii) They had many ceremonial festivals/ feasts

(viii) They showed disrespect to the name of God through sexual immorality.

(ix) They defiled the place of worship. eg drinking & wine

  1. x) Building high places for the gods & worshipped other gods.

(4×2=8 marks)

 

  1. b) Ways in which God would punish Israel for her evils according to Prophet Amos.
  2. i) Israel would be surrounded by an enemy nation.
  3. ii) The Israelites would be taken to exile

iii) Amaziah, the Priest/King would die by the sword.

  1. iv) The Holy place of worship would be destroyed.

v)The land would be occupied by a foreign nation/ cities would be destroyed.

vi)There would be hunger/thirst for the word of God.

(vii) God would cover the land with total darkness/ eclipse.

(viii) There would be earthquakes.

 

      (c) How the church punishes errant members.

(i) The church suspends them

(ii) It denies them participation in the church activities/rituals.

(iii) They may be denied leadership positions/demoted. withdrawal of privilages

(iv) They may be publicly condemned/asked to repent/apologise.

(v) They may be warned.

(vi) Some may be transferred to difficult areas.

(vii) They may be sacked from the job

(viii) They may be excommunicated.

  1. ix) Payment of fines

(6×1 = 6 marks)

 

  1. a) Qualities of God from the call of prophet Jeremiah.

(i) God is the creator

(ii) God knows every person by name/all knowing.

(iii) God is a planner/chooses/appoints.

(iv) God is holy.

(v) God hates/punishes evil.

(vi) God is just/judges

(vii) He is caring/concerned.

(viii) God is merciful/forgiving.

(ix) God is universal.

(x) God is a protector/deliverer

(xi) He is powerful/almighty/omnipotent.

(xii) He is beyond human understanding/transcedent.

(xiii) He is everywhere/omnipresent.

(8×1=8 marks)

 

    (b)   The characteristics of the new covenant foreseen by prophet Jeremiah.

(i) The laws would be written in the hearts of men and women.

(ii) Every individuaLwould know God individually.

             (iii) It would be an everlasting covenant/ would not be broken again.

            (iv) There would be suffering for ones sins.

(v) God would forgive their sins/remember them no more.

            (vi) It would be established after God punishes Israel/wiih the remnant.

Vii) It would establish a  new Israel/ a new people of God.

(viii)   It would be initiated by God.

(6×1 = 6 marks)

 

    (c)   Ways in which Christians can assist victims of disasters.

(i) By donating food clothing for them.

(ii) By providing shelter for them.

(iii) By resettling them in safe areas.

(iv) Offering guidance and counselling.

(v) Through healthcare.

(vi) By re-uniting them with their families.

(vii) By providing financial assistance

(viii) By taking preventive measures against future disaster.          (6×1 = 6 marks)

 

(ix) Through visiting them.

  1. x) Praying for/ with them.
  2. xi) Preaching to them

(6×1 = 6 marks)

 

  1. a) Ways in which people in traditional African communities communicate with God.

(i) They make sacrifices to God.

  1. ii) They sing/dance for God.

iii) They say prayers to God.

  1. iv) Through charting/recitation/ involving God’s name
  2. v) They give offerings/food stuffs
  3. vi) Through burning incense

(5 x 5 = 5 marks)

 

   (b)    Reasons for singing and dancing during initiation ceremonies in Traditional African                                   communities.

  1. i) The songs inform the participants of the history of the community.
  2. ii) They provide an opportunity for the members to socialise/ unity

iii) It diverts the initiates minds from the impending pain.

  1. iv) The songs teach participants important moral values.
  2. vi) Through singing and dancing the members exercise their bodies

vii) The songs encourage the initiates to face the challenge/ rebuke cowardice.

(viii) It exposes those with leadership qualities/ skills/talents.

(ix)They are used to mark the various stages of the initiation ceremonies/ happiness/ rejoice

(x) It is a forum of prayer for the initiative/ drive away evil spirits/ blessing for the initiates

  1. xi) Singing and dancing is a form of entertainment/ enjoyment/happiness

(8×1=8 marks)

 

      (c) Reasons why witchcraft is feared in traditional African community.

  1. i) Witchcraft leads to death/destruction.
  2. ii) It is the work of the evil spirits.

iii) It leads to poverty/ loss of property

  1. iv) It involves cheating/telling lies
  2. v) In some cases people are forced to leave their homes/ migrate to other places.
  3. vi) It can lead to break up of families/ conflicts/ quarrel/division.

vii) A person can be banished/made an outcast./ excommunication

viii) Witchcraft causes suspension/hatred/mistrust amongst the people.

  1. ix) It leads to underdevelopment.
  2. x) It can cause physical/psychological. Injury.
  3. xi) It can cause embarrassment to an individual/family

(7×1=7 marks)

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No fees payment for university first year students- VCs announce

University students to be admitted without paying tuition fees- Vice Chancellors announce

VICE CHANCELLORS’ COMMITTEE REMARKS ON FREE UNIVERSITY ADMISSIONS DIRECTIVE:

Following an earlier directive by Education CS Ezekiel Machogu that no University student shall be denied admission because of fees, the VCs from all the Public Universities have confirmed the adoption of the directive by their respective Institutions.

However, parents are requested to support students with accommodation & meals as they wait for personal upkeep stipend from the Govt.

Vice Chancellors’ Committee has said that whoever had paid fees to get admissions to Universities can now claim a refund from their respective Institutions after categorization of students by the HEF ( UF & HELB.)

The VCs Committee has restated the M.o.E directive that New First Year students that are currently being admitted into public Universities are not required to pay any form of Tuition Fees under the New Funding Model until the Higher Education Fund (comprising of Universities Fund and HELB) finalizes their categorization.

The Committee has further indicated that Kenyatta University has already admitted 7,752 out of the 7,979 students placed by KUCCPS.

Kisii University has already admitted 7,160 out of the 8,670 students placed.
Moi University has admitted 4,103 out of the 5,480 students placed.

Data from the Universities Funding revealed that over 109,100 students placed in Universities have applied for either the government scholarship, loans or both.

This means about 31,007 students are yet to apply for Government Funding. On the other hand, another 53,736 students in TVET institutions have also applied for Government Funding.

On 7th Sept, CS Machogu extended the scholarship and loans applications period to October 7, 2023 to allow the remaining placed students to apply.

BUSINESS STUDIES NOTES FORM ONE IN PDF

BUSINESS STUDIES NOTES

FORM ONE

CHAPTER ONE

INTRODUCTION TO BUSINESS STUDIES

Definition of terms used in business studies

Business – refers to any activity that is carried out by an individual or an organization concerned with provision of goods and services with the aim of making profits

Business studies– it is the study of the activities that are carried out in and around production, distribution and consumption of goods and services

Business environment – these are the business surroundings which may be internal or external

Goods – These are items which are tangible i.e. can be touched and felt e.g. furniture, buildings, bread. Etc

Services – These are actions or activities that may be sold. They are intangible e.g. teaching, banking, hairdressing etc

Production – It is the creation of goods and services or increasing their usefulness. Its done by producers e.g. farmers.

Distribution – It’s the movement of goods and services from the producer to the user. Involves transport, communication etc

Consumption – Refers to using of goods/service mostly done by consumers

Disciplines in business studies

  • Economics – it’s the study of how human beings strive to satisfy endless wants using the available scarce resources. Human wants are the desires that people strive to satisfy using goods and services. Resources – Things that are required in order to satisfy human wants
  • Commerce – Study of trade and aids to trade. Trade is the exchange of goods and services for other goods or services or for money.
  • Accounting – It’s a systematic way of recording business activities which are used for decision making.
  • Office practice – these are activities carried out in the office e.g. communication, filling, reproduction of documents etc.
  • Entrepreneurship – It’s the study of activities involved in the process of identifying a business opportunity and acquiring necessary resources.

Importance of business studies in the society

  • Assists members to relate the knowledge, skills and attitude acquired to day to day business activities.
  • Equip members with knowledge and skills to start and run a business
  • Assists individuals in appreciating the role of business studies in provision of goods and services
  • Makes the members to appreciate the need of good business management practice.
  • Assist individuals to acquire self discipline and positive attitude towards work.
  • Equips individuals with abilities to promote cooperation
  • Enables individuals to understand the role of government in business.
  • Equips individuals with abilities to understand role of communication and modern technology to business management.
  • Help individual develop positive attitude towards the environment
  • Equips individuals with knowledge and skills required to evaluate business performance

 

CHAPTER TWO

BUSINESS AND ITS ENVIRONMENT

The main purpose of a business is to make profits. To achieve this, a business needs to

  • Satisfy customer needs
  • Reduce operating costs
  • Strive to survive by competing favorably

Types of business activities

  • Extraction – means obtaining goods from their natural setting e.g mining, farming, lumbering etc
  • Processing of raw materials – it is changing the form of goods without combining it with other goods
  • Manufacturing – combining different raw materials to come up with one final product e.g. table is made of wood, glue, nails and varnish
  • Construction – Rails, road and buildings
  • Distribution of goods – Spreading of goods from the manufacturers to the users. Done by distributors
  • Trade – Buying and selling of goods with the aim of making profits. Done by traders
  • Provision of services – Selling services to consumers e.g. hairstylist, car washers

Business environments and their effects

Internal and external

Internal environment

  • May either be strengths or weaknesses of the business e.g. skilled man power.
  • It is also called micro environment

They include :-

  • Business structure

This is the formal arrangement of the activities carried out at various levels of the organization. A well laid business structure would lead to success because:-

  • Each employee knows what is expected
  • No conflict or confusions
  • Team work is enhanced
  • Proper control – promotes efficiency
  • Resources

A resource is something that can be used to achieve an objective. The following are some of the resources to a business

  • Human resource

Employees in a business provide human resource. A business with qualified human resource is more likely to do well.

  • Financial resources

A business with adequate finances is more likely to do better than one lacking such aspects.

  • Physical resources

These are tangible facilities which belong to a business e.g. buildings, machinery, furniture and stock.

  • Technology

These are the skills and methods used in production. A business with the relevant technology is more likely to succeed.

  • Business culture

Business cultures arise from the combination of employees expectations, beliefs and values within the business. A culture of involving employees in decision making always does better.

  • Owner

He provides finances and makes decisions concerning operations of the business.

External Business Environment

  • Also called macro environment – large in scale

They include:-

  • Economic environment

These are factors that affect the buyers’ ability to buy goods and services offered by a business e.g charges, taxes, rates etc

  • Demographic environment
  • Includes factors in population change – size, distribution, age, density, birth and death rates
  • A growing population provides market for goods and services
  • Age and sex distribution shape the line of business while better education and jobs for consumers would improve their taste and demand for quality goods services
  • Legal – political environment

The government closely monitors and passes laws and policies to regulate activities. Traders may opt to invest in some areas because of lower taxes or nor taxes

Manufactures of foodstuffs are required to include expiry dates to their goods. Political stability also creates a conducive working business environment

  • Technological environment

Technology refers to level of know-how, efficient use of tools and equipments and other resources. Advancement in technology would lead to better quality of goods being produced.

  • Cultural environment

Culture is the norms that regulate the behavior of people in society. Includes customs, beliefs and values. Dictates how people live and products they consume e.g. Muslims and pork.

  • Competitive environment

Firms trying to outdo each other in their endeavors to maximize profits. Competition can ether be generic or enterprise.

Generic competition refers to competition where the products are used for the same purpose though the products are different. E.g. cinemas and discos are competing form of entertainment.

Enterprise competition is found were products are similar to those of the other firm. E.g a local shoe manufacturing company competing with imported shoes.

  • Physical environment

Includes factors such as climate and infrastructure e.g. roads, water supply, electricity, banks etc

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

CHAPTER THREE

SATISFACTION OF HUMAN WANTS

Human wants

  • These are desires that people have or strive to satisfy e.g. thirst is a desire for drink
  • Goods and service provide by the business are intended to satisfy a human want.

Classification of human wants

  • Basic/ primary wants/needs
  • Are the necessities that are absolutely vital for the human survival
  • They include food, shelter and clothing
  • They must be satisfied first before one thinks of satisfying the rest
  • Lack of basic needs may lead to death
  • Secondary wants
  • Are needs one can do without but are desired to make life more comfortable
  • They can be categorized into comforts and luxuries
  • Comforts improve ones living standards beyond the status of mere survival e.g. furniture, medication, education, utensils, transport etc.
  • Luxuries are goods that provide excessive comfort e.g. cars, watches. Luxuries are for prestige purposes

Characteristics of human wants

  • Unlimited– Human wants are so many that they can never be satisfied. They are insatiable.
  • Varied. They change with factors like age, gender, income, geographical location and social status.
  • Competitive. They compete against each other for satisfaction using the limited goods and services
  • Complimentary. Satisfaction of some wants automatically leads to creation of other wants e.g. when you purchase a cell phone, you will automatically need airtime.
  • Repetitive. After some wants have been satisfied once, they recur thereby creating the need to satisfy them again.
  • Habitual. Some wants result in the formation of certain habits e.g. use of certain brands of toothpaste, perfumes, body lotion and beverages based on habits .
  • Universal. Human wants are experienced by every human being without exception whether they are satisfied or not
  • Vary in intensity. Different wants have different priority

Challenges faced in the satisfaction of human wants

  • Human wants are too many and varied to satisfy fully
  • The resources needed for the satisfaction of human wants are never enough
  • Resources are scarce
  • People must continually look for fresh resources to satisfy recurring wants
  • Human wants change with time, age and gender

Goods and services

  • Goods are tangible visible objects that can be used to satisfy human wants
  • Services are intangible efforts or acts that can satisfy human wants. Services cannot be seen i.e. not visible

Goods can be categorized as follows

  • Free goods and economic goods
  • Free goods are gifts of nature e.g. sunshine, rain, oceans
  • They have utility but no monetary value
  • Economic goods are scarce in supply and have money value e.g. TV, books, minerals etc
  • Producer and consumer goods
  • Producer goods are used in producing other. They are also known as capital goods e.g. machines, equipments and tools.
  • Consumer goods are readily usable by the final consumer. E.g. food, clothing, furniture, cosmetics, medicine etc
  • Perishable and durable goods
  • Perishable goods go bad easily unless stored using very special facilities e.g. meat, milk, vegetables, tomatoes.
  • Durable goods continue giving services for a long time and can be spoiled by agents such as wear and tear e.g radio, furniture, buildings,
  • Public and private goods
  • Public goods belong to no one in particular but are owned by the government or by all of us collectively e.g. roads, airports, rivers, public hospitals, public parks, railways, churches etc.
  • Private goods are owned by private individuals in their private capacities either singly or as a group e.g. personal cars, private schools etc.
  • Intermediate goods and finished goods
  • Intermediate goods are used as inputs/raw materials to be processed into a more useful form. E.g sisal, sugarcane, wood, cotton etc.
  • Finished goods are final products that come out of processing in the required form (output) e.g flour from maize or wheat, dress from cotton.
  • Material goods and non material goods
  • Material goods are commodities that are tangible e.g food, books, chairs, vehicles, shoes
  • Non-material goods are intangible e.g. teaching, nursing etc

Differences between goods and services

Goods Service
·       Are tangible ie can be seen, touched or felt ·       Are intangible i.e. cannot be seen touched
·       Not always exhausted during use ·       Always used up or exhausted after every act
·       Identical goods can be created through mass production ·       Are difficult to make identical since they vary over tome and provider
·       The price paid is for the possession or ownership of the good ·       Price paid is the effect of the act or the effort
·       Surplus goods can be stored for latter use ·       Cannot be provided in excess and once provided cant be stored later
·       Are easily separable from the producers ·       Are inseparable cant be

 

Economic resources

  • These are inputs needed in the production process in order to produce what is required to satisfy human wants.
  • They are the means by which production and provision of goods and services is made possible.

Types of economic resources

Natural resources – Are gifts of nature e.g. land, natural forests, rivers, oceans and minerals

Artificial resources – Are man made resources e.g. machinery, tools, tarmac roads, dams, railways lines etc

Human resources – Refers to mental and or physical efforts rendered by people to organizations or to other human beings in producing goods and providing services e.g. nurses, teachers, painters, drivers.

Economic resources can be divided into

  • Renewable resources
  • Non-renewable resources

Renewable resources are those whose supply can be restored and if not, creating goods and services is reduced and it may stop altogether

Non-renewable resources are those whose supply cannot be stored after use. Using these resources leads to their exhaustion sooner or latter

Example of renewable and non renewable resources

Renewable resources Non-renewable resources
Wood Coal
Natural rubber Building stones
Wool Gravel
Silk Iron
Leather Aluminium
Solar energy Gold
Hydro-electric power Lead
Wind power Natural gas
Soda ash  
Vehicle  

 

Characteristics of economic resources

  • They are scarce
  • They have monetary value
  • They are unevenly distributed
  • They can be used to create goods and service
  • They can be combined together in different proportions to create goods and services
  • They can be transformed from one party to another

Scarcity, choice and opportunity cost

  • Scarcity is used to describe the limited nature of economic resources
  • Choice id the act of deciding what wants to satisfy first with the scarce or in adequate resources available. Choice is made with a list of scale of preference which is a list of unsatisfied wants arranged in order of priority
  • Opportunity cost is the value of the best foregone alternative. The real cost of satisfying any want is the alternative that has to be foregone in order to do so

 

 

 

 

 

 

CHAPTER FOUR

PRODUCTION

It’s the creation of goods or provision of services to satisfy human wants

It involves activities of transforming of materials into finished goods, transportation and storage

Utility

Utility_-is the ability of a good or services to satisfy human wants.

Types of utility

Form utility –this is changing the form of a commodity by converting raw materials to finished goods .e.g. sugarcane may be converted into sugar

 Time Utility-this is created when a good is stored until it is appropriate time to use it. Example, storing food stuff in the school store during the holiday to use when the school opens.

Place Utility– this is bridging the geographical gap between the producer of commodity and its consumers through transportation. Example, transporting books from a bookshop to the school

Possessive Utility-this refers to the transfer of ownership of good and services from one person to another it maybe done through trade. Example, ownership of bread may be transferred from a canteen owner to a consumer when the customer buys it.

Types of production                                                         

Direct and Indirect Production

Direct production (subsistence production)

Is type of production from ones own personal consumption

Characteristics of Direct Production

  • Goods and services are of low quality and quantity
  • Leads to low standards of living.
  • Encourages individualism
  • Can very tiring
  • Does not encourage invention and innovation
  • No one has the ability to provide all that he/she requires
  1. b) Indirect production

Production of goods and services for sale

Characteristics of Indirect Production

  • Lead high quality and quantity goods.
  • Production with a view of exchange.
  • It results in surplus production of goods and services

Level of Production and Related Occupation

Primary Level

  • This level is also called extractive level, involves extraction of goods from their natural setting.
  • The products can be used in the state they are or can be processed to make them more useful. example water, mining, fishing. Lumbering e.t.c

Secondary Level

  • Involves transformation of raw materials into finished products or more useful products including; manufacturing e.g. food processing, Construction e.g. house and roads

Tertiary Level

  • Involves provision of services. Divided into commercial and direct

Commercial services

Activities either trade or consist trade to take place e.g wholeselling,retailing,banking .

Direct Personal Service

Service rendered by individual direct to the consumer e.g nursing teaching and legal service.

Factors of Products and Their Rewards

Are resources/agents required in production e.g

  • L and
  • Labour
  • Capital
  • Entrepreneurship

Land

  • Natural resource e.g. minerals, soils etc
  • They are all the natural resources below or above the earth surface.
  • The rewards are rent, rate or royalty

Characteristics of Land as a Factor of Production

  • It is a basic factor of production, that is, production can’t take place without it.
  • Its supply is fixed that is, we cannot add more earth service on to what nature has provided.
  • It lacks geographical mobility i.e it cannot be moved from one geographical to another.
  • Quality is not homogeneous .Productivity of one piece of land will have different levels of fertility, mineral deposits, soil textures and varying climate conditions
  • Productivity of land can be increased by increasing quality  and quantity of capital
  • It’s subject to the law of diminishing return.
  • It’s a natural resource

Labour

  • Human efforts are applied in production either physical or mental
  • Not all human effort is labour.For it to become labour it must be aimed at production and be paid for.
  • Rewards are wages and salary.
  • Labour may be skilled, semi skilled or unskilled. Which is determined by the lvel of education, training and experience

 

Capital

  • Refers to all the artificial resources used in the production of goods and services
  • There are two types of capital namely fixed and operating /circulating capital
  • Fixed capital are things that stay in a business almost permanently e.g. machinery, buildings, vehicle, furniture etc
  • Working/circulating capital gets used up every time its applied in the production process e.g. raw material and money.
  • Capital is rewarded in form of interest

Entrepreneur

  • This is an individual who identifies a business opportunity, devotes the factors of production and starts a business venture which may involve the creation of goods and service
  • The entrepreneur pays for the services of all the other factors of production
  • He makes important decisions in business e.g s/he decides what to produce or sell, how much to produce or sell and what methods to apply in the production process.
  • The reward for entrepreneur is profit

Division of labour and specialization

Division of labour

  • This occurs when the production process is split into many stages or operations
  • Each stage involves a special task performed by one or group of workers. For example, in clothe making factory, the production process is organized in such a way that each worker performs anly a small part of the whole operation. Some cut the cloth material, others join or sew them together, others fixing buttons etc

 

 

Specialization

  • This occurs when one worker performs certain specific tasks of a job
  • It ensures that workers concentrate on doing those jobs which they are best suited in terms of skills, qualification and experience

Advantages of division of labour and specialization

  • Workers skills are enhanced because of performing repetitive tasks, resulting in creation of experts.
  • Workers suffer less fatigue as they concentrate on doing one task in one place
  • New talents and inventions are developed as workers perform repetitive tasks hence one can detect and correct weaknesses in the techniques used
  • Work is done at a faster rate due to repetitive nature of tasks and reduced movement of workers from one station to another
  • Goods and services produced are usually of high quality since skills of workers are matched with tasks
  • Use of machines is made possible leading to standardization of products and lower production cost, which in turn leads to higher profits
  • Overall output increases because work is done at faster rate
  • Planning and management of workers becomes easy which increases efficiency in organization

Disadvantages of division of labour and specialization

  • Workers may suffer from boredom due to monotony of doing the same thing repeatedly
  • Individual workers cannot identify themselves in the final products since workers perform only small part of the whole process
  • Incase of loss of jobs, such workers find it difficult to get new jobs because they are specialized in a particular field only.
  • Leads to interdependence between countries, businesses or individuals which may lead to shortage of goods and services especially in times of conflict or natural calamities
  • Use of machines may reduce employment opportunities by replacing manual labour.
  • Workers eventually lose skills owing to the over-dependence on machines
  • Due to specialization, problem at one stage can disrupt the whole production process.

 

Mobility of factors of production

  • This is the movement or the transfer of a factor of production from one geographical area to another o form one occupation to another
  • Horizontal mobility is the movement from one office to another in the same capacity
  • Vertical mobility is the movement from one grade to another in the same occupation
  • Land lacks geographical mobility but highly occupationally mobile
  • Capital – fixed capital lacks geographical mobility and occupational mobility. Equipments, tools and money may be geographically and occupationally mobile
  • Labour – it’s the most highly mobile factor of production whether geographically, occupationally, horizontally or even vertically.

Factors hindering mobility of labour

  • Natural talent and ability differ from one individual to another
  • Training involved d for one to acquire skills in new occupations can be lengthy and expensive
  • Some organizations have strict regulations barring new entrants from joining these professions e.g. law, medicine and architecture
  • Some jobs though not well rewarding have better terms of service and pension schemes
  • Adverse climatic conditions cause discomfort and disease discourage people from changing geographical locations
  • Ignorance by workers on available job opportunities
  • Geographical transfer involves transport costs, changing residence and school of ones children
  • Security and political stability of given region
  • Social ties that bind one to his/her community
  • Language rules on immigrations

 

 

 

 

 

CHAPTER FIVE             

ENTREPRENEURSHIP

The process of identifying a business opportunity and getting necessary resources to start and run a business.

ENTREPRENEUR- A person involved in entrepreneurship

Importance to the economy

  • creation of employment
  • formation of capital
  • reducing rural urban migration
  • raising standards of living
  • saving import
  • improving infrastructures
  • reducing foreign dominance
  • making use of local resources
  • promotion of technology
  • promotion of entrepreneurial culture

Characteristics of an entrepreneur

  1. Desire to archive
  2. Ability to solve problems
  3. Readiness to take risk
  4. Initiative
  5. Time consciousness
  6. Creativity and innovation
  7. Independence
  8. Self confidence
  9. Persistence and patience
  10. Seek information
  11. Concept before high quality products
  12. Commitment to work
  13. Desire for feedback

 

 Business Idea

Is what is cooking in the mind of an entrepreneur concreting on prospective business concept;

  1. Product
  2. Market
  3. Location
  4. Management
  5. Objectives

       Sources of ideas

  • news papers
  • shows and exhibitions
  • magazines altitude
  • hobbies
  • vocational training\ experience
  • surveys
  • waste products
  • listening to what people buy
  • sporting a market gap

Business opportunity

A favorable chance that entrepreneur concepts for investments. Exist were there is a gap.

  • In availability of products
  • Quality product
  • Insufficient quantities
  • un affordable prices
  • poor services

 

  Personal Considerations

  • Objectives
  • Skills
  • Commitment
  • Interests

Business Considerations

  • Availability of market
  • Technology –appropriation

–Cost

– Suffering in case of out dated

  1. Raw materials –quality and quantity prices
  2. Government policy –requirement before starting the business
  3. Others –amount of capital

– Level of competition

– Difficulties in marketing

– Expansion possibilities

– Security

– Level of development

Business Plan

A document that highlights the objectives of the business and steps to be followed in order to achieve the objectives

  • Name of business
  • product to be sold
  • personal to manage
  • capital needed
  • market to be served
  • type of employees
  • projection
  • summary of plan

Need for a business plan

  • Avoid mistakes
  • identifying strength and weakness
  • requirement by financials
  • determination of amount of finance
  • Allocation of resources
  • motivating factors
  • adoptability

Tools For Control

Factors influencing entrepreneur practices

  • Government policies
  • infrastructure
  • levels of education and skills
  • availability of market
  • availability of resources
  • culture
  • competition
  • political stability
  • natural factors

Causes of Business Success

  • Ability to manage people
  • Hiring – Process of acquiring new employees to take up new positions or to be replaced employees who left the business
  • Assigning duties – allocating employees duties accordingly
  • Proper location – availability of customers
  • Availability of raw materials.
  • Adequate finance
  • lack of competition
  • commitment of the business
  • proper management of resources / finances
  • proper debt management

Ethical Issues in Business

Ethics – set of values and principles which influence how individual groups of people and society behave

Business Ethics – deals with how such values affect business operation

Why should we have business ethics?

  • Create fairness in competition
  • ensure fair play
  • ensures no discrimination in business
  • ensures protection of the environment
  • ensures employees rights are upheld
  • avoid pollution
  • avoid consume exploitation

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

CHAPTER SIX

THE OFFICE

An office is a place, a room or a building set aside in an organization where communication, secretarial, accounting, administration and clerical work take place

Functions of an office

  • Receiving and recording information

The office receives information by such means a letters, telephone calls, orders, invoices, face to face conversation and reports. Information may be recorded and stored

  • Distribution of information

This is passing information to the officers concerned for implementation or action.

  • Mailing

It is an office where out-going correspondence and parcels from various departments are processed and dispatched

  • Reproduction of document. done through:-

Carbon copying

It’s a method used to obtain copies using carbon. Convenient when getting a limited number of copies

Advantages of carbon copying

  • Convenient especially where few copies are required
  • Cheap
  • No special training required

Disadvantages

  • Not convenient for many copies
  • Copies could be misaligned
  • Poor quality
  • Difficult to produce different colours copies of photographs cannot be reproduced

Duplicating

  • Process of reproducing as copy or as succession of copies from a master copy
  • Used when many copies are to be produced
  • Can be through ink duplicating or spirit duplicating

 

Ink duplicating

  • Reproducing using ink duplication

Advantages

  • Cheap when many copies needed
  • Errors can be corrected
  • Permanent copies of good quality
  • Fast
  • Stencil can be stored to be reused

Disadvantages

  • Expensive when few copies required
  • Time consuming
  • Only coarse absorbent paper is used hence not suitable for quality copies
  • Separated runs required if two or more colours are needed

Spirit duplicating

  • Method of duplicating where a spirit duplicator is used

Advantages

  • Economical when fe copies needed
  • Copies can be produced un several colors

Disadvantages

  • Not suitable for many copies
  • Copies fade out with time
  • Expensive
  • Photocopying
  • Reproduction of an exact copy of an original document by use of photocopier

Advantages

  • Cheap if few copies needed
  • Quicker than duplicating or printing
  • No special training need
  • Copies produced of high quality
  • Colored copies also available
  • No need for comparison with original
  • No pollution

Disadvantages

  • Expensive for large number of copies
  • Copies fade over time
  • Only selected colour can be copied
  • Convenient hence easily misused
  • Cannot be used without electricity
  • Printing

Method of producing documents using either printing machine or mechanical means. The methods of printing can be classified on the type of printing machines and the type of documents to be produced as follows:-

Computers

  • Copies can be produced using a printer attached to a computer information is just fed and the computer id instructed to print

Advantages

  • High quality copies
  • Different colors can be produced
  • Convenient for many copies
  • No pollution

Disadvantages

  • Expensive
  • Trained personnel required
  • Electricity is required to operate

Stencil (screen) printing

  • Method of printing where a screen is used
  • The screen is cut mechanically or by use of machine
  • The method is used to print large and irregular surfaces that cannot be fed in a machine widely in textile industries

Advantages

  • Cheap
  • Little training required
  • Adaptable
  • Can be used to produce variety of colours

Disadvantages

  • Poor quality
  • Mass production is difficult

Offset lithography

Where documents are reproduced using a printing machine. The document to be reproduced is filmed using a camera. Lithography is mainly used for printing documents such as books, files forms, certificates and also to print on plastic, metals and cloth

Advantages

  • Documents produced are of high quality
  • Appropriate for mass production
  • Different color can be produced

Disadvantages

  • Initial and maintenance costs of machines are high
  • Trained manpower is required
  • Pollutes the environment
  • Printing is mainly done on paper which is obtained from trees. This may lead to deforestation

Filing

  • Filing is the process of classifying and arranging of documents and records for easy retrival by office staff
  • Information received in an organization is stored mainly in files. This ensures that information/documents are safe, neat and tidy.
  • Filing enables office staff to locate documents which they may need easily, conveniently and quickly.

 

 

Characteristics of good filing system

  • Simplicity – Should be simple to understand and operate
  • Compactness- should occupy little space
  • Suitability – Appropriate to the needs of the business
  • Classification – files should be named and numbered to make it easy to keep and retrieve them
  • Elasticity – system should be flexible, that is cater for future changes and expansion
  • Safety – Documents should be safe
  • Economical – Filing system should not be expensive to start and to maintain

Role of filing

  • Documents are protected from loss and damage
  • It aids in office tidiness and efficiency
  • It’s an important aid to memory
  • Ensures information is stored systematically and thus can be retrieved easily

Safeguarding and controlling organizations property

The office formulates systems and policies regarding assets, keeping records of their movement or usage, issuing directives on their use etc.

Communication

Communication is the passing of information from one person to another. Communication from within and out of the organization goes through the office.

Office layout

  • Refers to the outlook, arrangement and positioning of furniture and equipment in an office.

Types of office layout \

Open layout

This is a large room where all staff work, but are grouped according to the type of work they do for example as found in many banks.

Advantages of open office layout

  • Easy supervision of workers
  • Construction cost is low because partitions are few
  • Easy location of workers
  • Staff movement is minimized thus saving time on passing communication
  • Workers make good use of office machinery and equipment since close supervision discourages them from misusing them
  • Maintenance cost is low
  • Floor space is saved
  • Its cheap to decorate

Disadvantages

  • Disruption from colleagues
  • Senior workers not placed in areas of privacy and it becomes difficult to communicate with juniors
  • Untidy and un-business like appearance
  • Overcrowding, air conditioning, lighting and heating in the room may not ne conducive to all.
  • There is noise from machines

Enclosed office

This office is normally occupied by one person or two usually having their names and designation pinned on the door

Advantages

  • There is privacy for confidential discussion
  • There is less noise
  • Conducive working environment
  • Confer status on top level status
  • Easier to maintain than open office.

Landscape office layout

  • Similar open office layout but of higher standards in terms of look, furniture and other equipments
  • Senior officers occupy higher platforms for easy supervision of junior officers

Advantages

  • Promotes team work
  • Promotes sharing of office equipments
  • Easy supervision of workers
  • Low maintenances cost
  • Easy location of workers
  • Discourages absentees of employees
  • Decorations provide attractive and conducive working environment

Office equipment

These are facilities used in an office to make work easier and efficient

Role of office equipment

  • Speed up and simply work that is time and labor saving
  • Enhance neatness and accuracy
  • Ensure security of documents
  • Provides comfortable working environment

The following are some of the office equipment

  • Guillotine – Used for trimming documents to the required shapes
  • Paper punch – To make holes in papers for filing
  • Stapling machine – For pinning papers together
  • Staple remover – To remove pins from paper
  • Folding machine – Folding letters and sealing envelopes
  • Franking machine – For printing postage impression on envelopes
  • Addressing machine – For printing addresses on mail
  • Sorting machine –For sorting letter
  • Letter opener – For opening letters
  • Composite – To fold documents, place them in envelopes and seal the envelope
  • Typewriter – For typing letters, reports
  • Dictating machine – For making short hand dictations and recording information on tapes
  • Paper shredders – Cutting unwanted documents into tiny pieces to avoid them getting into wrong hands
  • Duplicating machine – Reproducing documents from a master copy
  • Telephones – Used to send and receive verbal messages between two people
  • Tele printer – For printing messages which are telexed
  • Facsimile – Used to transmit printed messages such as letters, maps, diagrams and photographs
  • Photocopiers/ Printing machines/ Stencil duplicator – Used to reproduce documents
  • Cash register – Preparing cash receipts
  • Calculating machines – Calculating
  • Computers – for performing complex calculation/ document processing
  • Money counting machines – for counting coins and notes

Advantages of office machines

  • They are labor saving
  • They are much faster and thus save time
  • Accurate
  • Produce presentable output
  • Machines assist in reducing fraud
  • Provides uniformity of output

Disadvantages of office machines

  • Initial cost and maintenance cost is high
  • Breakdown may lead to stoppage of the production process
  • Machine contribute to unemployment
  • Machines may become outdated forcing the organization to acquire new machines
  • Some require trained manpower who may be difficult to recruit, and at times training unskilled staff can be expensive
  • Special stationary and other material may be necessary
  • Carelessness of workers may result into enormous wastage of resources

Office staff

Is a team of employees who work to achieve the organizations goals.may be divided into thre groups namely: managerial, junior and subordinate

Managerial staff

They re involved in formulating, implementing policies and supervising the activities of the organization

Junior staff

Are either skilled or semi skilled.

Subordinate

Unskilled employees who perform non-specialized duties such as cleaning and delivering messages

 Office staff and their duties

Manager

  • This is a senior employee in an organization

The duties of a manger are:-

  • Controls all the activities of the organization
  • Responsible for coordinating of all the activities of the organization
  • Responsible for staffing
  • Provision of resources required by the organization
  • Planning the work and the time schedule in an organization

Company secretary

This is senior employee of the organization.

Duties

  • Responsible for legal matters of a company
  • Takes down minutes at annual general meetings

Accountant

A senior officer who deals with all financial matters of the organization

Duties

Keeping books of account

Collecting, banking and making payments on behalf of the firm

Making out financial returns to the managing director

Preparing financial reports

Personal secretary

A senior employee usually attached to one senior officer

Duties

  • Filing information for the boss
  • Attending meetings and recording minutes
  • Supervising junior secretarial staff
  • Receiving and making telephone calls for the boss
  • Taking dictations from the boss
  • Making travel arrangements for the boss
  • Keeping the petty cash

Typist

Junior employee usually in the typing pool

Duties

  • Typing information from original documents
  • Filing documents
  • Duplicating
  • Clerk
  • Duties
  • Handling mails
  • Duplicating and operating various office machines
  • Filing and indexing
  • Helps in store keeping or record keeping
  • Ordering, receiving, storing and issuing of stationary

Telephone operator

A junior employee who runs a switchboard

Office messenger

A subordinate employee who performs unskilled office duties such as collecting and delivering mails

Receptionist :Duties

  • Supervision of messengers and porters
  • Receiving and directing visitors to their respective destinations
  • Taking and passing of messages
  • Making, renewing and canceling appointments
  • Keeping a reliable visitors record book

Qualities of office staff

Personal attributes

  • Refers to the general appearance of a person and includes
  • Physical appearance such as respectable style of dressing, moderate hair cuts and styles and use of make-ups
  • Hygiene – they must maintain high level of hygiene, for example, general and body cleanliness
  • Posture – they way of working and sitting
  • Neatness – Personal tidiness and organization of work.

Office etiquette

It may be defined as the prescribed or accepted code of behavior in an office

Includes

  • Respect
  • Punctuality
  • Courtesy
  • Loyalty
  • Honesty
  • Diplomacy- Ability to convince others tactfully
  • Judgment
  • Initiative

Personal knowledge and skills

  • Knowledge– Refers to the relevant academic and professional qualification that enable a worker to perform their duty effectively
  • Skills – Refers to the capability of the worker to perform his duties accurately and easily

Trends in office management

Refers to the current changes in office management such as computerization.

Computers

A computer is an electronic device that is used to process data and information and storing information for future use

Uses of computer

  • Data storage and inventory control
  • It can be used to process accounting transactions and write-ups and update ledger and payroll
  • Keep records of sales to particular customer and enter in any new transactions
  • Computerized filing
  • Used for word processing

Advantages of using computers

  • It economizes on space and material
  • It speeds up operation
  • Its output is presentable
  • It can store a large volume of information
  • Its accurate

Disadvantages

  • Leads to unemployment
  • Inhibits innovation
  • Monotony
  • Require one to have a backup system for storage which is an extra expense

Uses of computers in communication

  • Internet

Refers to inter-connection of several computers over a wide area facilitating the flow of information from one place to another.

  • Intranet

Inter-connection of computers within a small geographical location for example different departments in an office

  • Website

A virtual location in the internet where the information can be posted for other parties to access. It can be used to get information

  • Teleconferencing

This is holding a conference through the computer while the participants are in different geographical areas

Advantages of the internet, intranet and websites

  • They are fast
  • Low cost incurred compared to travelling
  • Convenient as you get information at the touch of a button
  • Information can be stored for future reference

Disadvantages

  • High initial cost of equipment
  • Maintenance cost is high
  • Users require training which may be expensive
  • Suffers from occasional breakdown for example virus attack
  • Facilities are prone to misuse

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

THE OFFICE

  • Define the term an office

An office is a building, room or a place set aside for administrative, communication or clerical work of an organization.

  • Outline the functions of an office
  • Receiving of information in various forms such as calls, personal visits or documents such as letters
  • Recording and sorting of information received.
  • Storing of information for future reference
  • Distribution of information within and outside the organization to the various sections, departments or personnel for necessary action
  • Reproduction or making of copies of document by use of various methods, such as photocopying, duplicating and carbon copying
  • Protecting or safeguarding the organization’s property
  • State the various reprographic techniques that can be carried out in an office
  • Carbon copying
  • Stencil duplication
  • Photocopying
  • Spirit duplicating
  • Ink duplicating
  • Your school would wish to use photocopying as a method of making copies of exams. State the advantages and disadvantages of using this method

Advantages of photocopying.

  • It is a fast method of reprography
  • It is a simple method and require little training of the users
  • One will obtain the exact copies of the original document
  • The method is not expensive if the copies to be made are few
  • It is environmental friendly

              Disadvantages of photocopying

  • The copies that are made fade in the cause of time
  • Photocopying can be costly if the copies being made are many
  • The employees may misuse the method due to its convenience
  • Photocopying machine requires electricity which may be expensive
  • Few colours in a document may be obtained by use of this method
  • State the types of office layout
  • Enclosed office layout
  • Open office layout
  • Landscape office layout
  • Suggest reasons why an organization should use landscape office layout
  • It creates a relaxed atmosphere for the workers
  • It is more attractive and beautiful
  • The image of the organization/firm is enhanced
  • It promotes good working relations and co-operation among the workers
  • Equipment and office facilities may be shared among the employees
  • The flowers or plants used break the monotony of open spaces
  • State ways in which landscape office layout can be created
  • By placing plants/flowers in an office
  • By having paintings of animals or plants on the wall
  • By placing fish aquariums in an office
  • Through shaping of office furniture in form of animals, birds and concrete shapes
  • Creating miniature physical features such as waterfalls and mountains in the office
  • State why you will advice an office manager to use an open office layout instead of an enclosed office layout
  • In an open office layout it is easier to supervise workers than in an enclosed office
  • An open office discourages absenteeism which may be common in an enclosed office
  • It is cheaper to maintain an open office than an enclosed office
  • Equipment, facilities and machines can be shared in an open office which may not be possible in an enclosed office
  • Floor space is saved in an open office than in an enclosed office
  • There is enhanced attraction and framework in open office
  • It is cheaper to light an open office than an enclosed office
  • It is easy to locate employees in an open office
  • State the advantages of enclosed office layout
  • It is ideal for work that is confidential in nature
  • It is more secure than an open office layout
  • The office is ideal where high level of concentration is required
  • It is prestigious for the occupant of such an office as they are recognized
  • The worker is not disrupted by noise or movement of other employees
  • Highlight the disadvantages of an open office layout
  • There is a lot of noise and disruption from other employees
  • Contagious diseases may spread easily among the employees
  • The top ranked workers may feel belittled being placed among other workers
  • It is not very conducive for work that is confidential or secretive in nature
  • Property within the office is not very safe
  • Due to use by many people the office may not be very tidy
  • Outline the factors that have to be taken into consideration when deciding on a type of office layout to use
  • The cost of construction and maintenance
  • The number of staff to be accommodated in the office
  • The climatic condition of the area
  • Government directive if any
  • The nature of work to be carried out in that particular office
  • The nature and rank of staff to be accommodated in that particular office
  • The floor space available for the office
  • The need to maintain a good work flow among the workers
  • State the disadvantages of an enclosed office layout
  • It can encourage absenteeism
  • It is not easy to supervise the employees
  • It is expensive to construct and maintain
  • Facilities and office equipment cannot be shared among the workers
  • Workers can misuse office equipment such as the telephone
  • The office layout takes up more space
  • A lot of time is wasted when moving from one office to another
  • It may promote individualism as some employees are isolated from others
  • Enumerate the factors you will advice Mr.Mwajuma to consider when buying office machines for his company
  • The effect of the machine on the workers

The cost of the machine or equipment

  • The suitability of the machine for the task that is intended for
  • The availability of after sales services provide by the seller
  • Presence of office staff with the skills required to operate the machine
  • One has to consider space or room to keep the machine or equipment
  • The likelihood of the machine being outdated absolute or out of date
  • One has to consider whether that machine can adopt to future changes

 

 

  • State the best type of machine one would use to perform the following tasks:
  Functions Type of machine
(a) To create postage impressions on envelopes Franking machine
(b) To fold documents put them in envelope and seal them Composite machine
(c) To destroy sensitive but unwanted documents Paper shredder
(d) To store large volumes of data Computer
(e) To run 300 copies of an exam for students in a school Printing machine
(f) To make exam copies of a certain original document Photocopier
(g) To trim papers to the required sizes Guillotine machine

 

  • Highlight the disadvantages of using office machine
  • They can be very costly/expensive to buy and operate
  • They occupy space which can be used for other tasks
  • Machines may replace labour causing unemployment
  • Some may require electricity which may be expensive
  • Any breakdown of the machine may delay work
  • The machine may become obsolete(out of date)
  • They are subject to wear and tear(depreciation)
  • Some may require specialized or trained personnel to operate
  • State the three categories of office staff
  • Managerial staff
  • Junior staff
  • Subordinate staff
  • Outline the advantages of using office machines
  • Machines are labour saving and can be cost effective in the long run
  • The output of machines is of good quality
  • They can be used to minimize fraud or theft
  • Machines can be very fast saving on time
  • They can produce uniform work
  • Machines can be very accurate as compared to human labour
  • Some machines can be adapted to multiple task such as a computer
  • Highlight the role played by a good filing system in an organization
  • Filing provides security/safety of documents
  • It facilitates easy retrieval or access of documents
  • Good filing enhances orderliness and tidiness of an office
  • It guarantees confidentiality of information since it cannot get to the wrong hands
  • Good filing promotes good communication
  • Filing guarantees that documents are protected from damage
  • Good filing guarantees good future reference in case the information is required
  • Outline the various categories of office equipment giving examples in each case
  Category Example
(a) Typing office machine (i)Typewriter

(ii)Dictating machine

(b) Mailing office machine (i)Franking machine

(ii)Composite machine

(iii)Folding machine

(c) Communication office machine (i)Telephone

(ii)Telex

(iii)Cell phone

(d) Duplicating/reprographic machine (i)Photocopier

(ii)Duplicator

(iii)Printing machine

 

  • Distinguish between centralized and decentralized filing system

In centralized system one department is given the responsibility of keeping and managing all the files in the whole organization. This department is referred to as a registry.Decentralised filing

  • State the characteristics of a good office worker with office etiquette
  • Courtesy i.e dealing with people politely
  • Punctuality-keeping time at all times
  • Honesty-telling the truth
  • Co-operation with other employees
  • Tactical or being diplomatic when dealing with others
  • Good judgement and coming up with the best decision
  • Neatness and orderliness in terms of work arrangement
  • Dedication or loyalty towards the organization
  • Highlight personal attributes that Bakari should have as an office worker
  • He should be presentable
  • He should maintain high standard of morality
  • He should have a good sitting posture
  • He should maintain high standards of hygiene
  • He should be neat and accurate in the organization of his work
  • He should maintain good health and physical fitness through having proper diet and exercising
  • Define the roles played by the following office workers

(a)Departmental manager

  • Maintaining the books of accounts
  • He/she may prepare the budget for his/her department
  • Submitting reports to the senior manager about performance of the department
  • Monitoring and supervising workers in the department
  • Assigning roles and duties to employees in the department

(b)Personal secretary

  • Receiving and filing information
  • Booking appointments for the boss
  • Taking and writing minutes during meetings
  • He/she can maintain small amount of money for making small or petty purchases in the office
  • He/she receives and makes calls for his seniors
  • Highlight trends in office management
  • Use of modern computers enhances efficiency
  • Introduction of customer care desks or offices to address customers concerns
  • Movement toward open and landscape office plan to enhance more interaction among the workers
  • Outsourcing for some task that can be done by other firms instead of employing workers to do the same e.g. having external cleaners or security
  • Use of the cell phone for communication
  • E-Commerce is a recent trend in business. Outline the advantages of using this method in carrying out business activities.

Advantages

  • One can have a wide variety of goods and services from all over the world
  • It reduces the cost of travelling to the market or in search of product
  • It is fast as deals can be made within a short period of time
  • A seller can advertise goods to many consumers over a wide area
  • Paper work and the many document used on other trade are removed or reduced as selling and buying is on-line
  • A lot of information about the market can be accessed on the internet

 

 

 

 

 

 

 

CHAPTER SEVEN

HOME TRADE

Trade is the buying and selling of goods and service with the aim of making profit

Importance of trade

  • Avails a variety of goods and service
  • Helps producers to dispose their surplus produce
  • Creates employment
  • It encourages specialization and division of labor
  • Promotes social relations and understanding in the parties involved
  • Ensures steady supply of goods and services
  • Helps one to acquire what one may not be able to produce

Classification of trade

Trade is divided into home trade and foreign trade.

Home trade is the one which is carried within a country’s boundaries while foreign trade is carried out between two or more countries.

Foreign trade may be bilateral (between two countries) or multi lateral (among many countries)

Home trade may further be classified into wholesale and retail trade

Wholesale trade

This is the buying of goods and services from producers and manufacturers in large quantities and selling them to retailers in relatively smaller quantities

The person who does this is a wholesaler

Functions of retailers

They can be discussed based on the service they render to the wholesaler, producer and consumers

Services rendered to consumers

  • Credit facilities – since retailers are in personal contact with their customers, they may give credit to the customers they trust
  • After sale services – These services include transport, installation, repair and maintenance
  • Offer advice to consumers on choice and use of products
  • Make goods available to consumers at the right time and place
  • Breaking bulk. I.e. reducing of the size quantity to a convenient requirement

 

Services rendered to wholesalers

  • Assist in distributing goods to consumers
  • Relieve the wholesaler the burden of transportation
  • Retailers relieve wholesaler the burden of storage
  • Retailers are a good source of valuable information on market which assist wholesalers in anticipating consumers demand

Services rendered to the manufacturer

  • Providing valuable information on consumer demand
  • Marketing the manufacturers products
  • Advertise goods on behalf of the manufacturer

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

RETAIL TRADE

Retailers can either be small scale or large scale retailers

Small scale retailers

  • They form majority of the retail traders
  • They are found in most parts of the country
  • In most cases they are operated as one-man business
  • They are easy to start because they require little capital

Classification of small scale retailers

Classified into two main groups i.e.

  • Small scale retailers without shops
  • Small scale retailers with shops

SMALL SCALE RETAILERS WITHOUT SHOPS

Itinerant traders

  • They carry goods about with them on bicycles, motor-cycles or on their heads.
  • They move from town to town, village to village and from door to door selling their goods
  • They can sell clothes, plates, cups, vegetable etc
  • They are persuasive and as a results customers sometimes buy goods they do not need
  • Examples of itinerant traders are hawkers and peddlers
  • Hawkers use bicycles or motorcycles but peddlers walk around

Characteristics of hawkers and peddlers

  • Are found mostly in densely populated regions
  • Move from one shopping center to another, village to another and door to door in search of customers
  • They are persuasive
  • Their prices are not controlled

Advantages of itinerant traders

  • Flexible in that they move from one place to another
  • Require little capital to start and operate their business
  • Convenient in that they take goods to the customer
  • Don’t suffer bad debt because they sell in cash
  • Few legal formalities required

Disadvantages

  • Affected by weather changes because they operate in open air environment
  • Difficult to transport business wares to various places
  • Do not offer guarantee, in case the items are found defective

Roadside sellers

  • Hey sell goods at places where other people pass such as in busy roadsides, streets, bus stages, road junctions and entrance to schools and public buildings
  • They deal with fast moving goods like sweets, roasted maize and fruits
  • Place their goods on trays, card boards, empty sacks or mats

Open air market traders

  • Found in convenient places which are normally centrally located, where people meet to buy and sell goods.
  • Traders pay entrance fee to be allowed to bring in goods
  • Market is under the administration of the local authorities
  • They are open on particular days of the week

Automatic vending machines

  • These are coin operated depending on what you want to buy
  • They are used for selling commodities like cigarette, drinks and stamps.
  • Juke boxes and telephone coin boxes are also vending machines where you buy services

SMALL SCALE RETAILERS WITH SHOPS

Single shops (unit shops)

  • They have fixed premises
  • They are usually run by one person who gets assistance from his family or employed attendant
  • Some specialize in one line of commodities such as clothes, groceries etc

Tied shops

  • They sell exclusively the products of one particular manufacturer
  • They are owned and controlled by the manufacturer who designs the shop and its appearance, e.g in painting.
  • The manufacturer offers goods on credit to the trader
  • g. Bata Shops, Petrol stations like Shell, Kenol

Kiosks

  • Usually small shops or simple structures which sell fast-moving goods like newspapers, sweets and soft drinks
  • Located in strategic places like corners of busy street roads, residential areas

Market stalls

  • These are permanent stands found in market
  • They are open daily
  • Constructed and owned by the local authorities
  • Each stall deals with a particular good or service
  • They are rented or leased by individuals from the local authority
  • Examples Kariokor and City Markets in Nairobi.

Canteens

  • These are retail shops found in institutions such as schools, colleges, hospitals and army barracks.
  • They sell goods mainly to the people working in the institution
  • They may be run by the institutions management or by individuals on rental basis
  • Can offer tea, sodas, sugar and other foodstuffs

Mobile shops

  • They move from village to village town to town selling their goods.
  • They have a converted van, lorry or bus arranged as a shop from which customers can buy their goods

Advantages of small scale retailers

  • Its easy to raise capital to start the business
  • Retailer is in close contact with consumers and may give credit to credit worthy customers
  • The risks involved in the business is small
  • The business is simple to operate and manage
  • Few legal formalities required
  • Trader can easily change from one product to another

Disadvantages

  • Trader has limited access to loan facilities
  • They do not hire specialist or technical staff
  • May suffer bad debt
  • They do not enjoy economies of scale
  • They have a low turnover because of the little capital invested

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

LARGE SCALE RETAILERS

  • They normally operate in urban areas
  • May occupy a single big building or several premises scattered in various areas of the same town or different towns
  • They require large amount of capital to start
  • They buy goods from wholesalers and manufacturers in large quantities
  • They are allowed trade discounts and other favorable credit facilities
  • The services of specialist like salesmen, storekeepers, accountants and managers are required
  • Management is centralized, stock purchases are made at the head office
  • Branches are required to submit monthly returns to the headquarters

Types of large scale retailers

  • Supermarkets
  • It’s a large self-selection store that deals mainly with house hold goods such as utensils, foodstuffs and clothes
  • Goods are well displayed on shelves and eac article carries a price tag.
  • The buyer walks around picking the goods one wants to buy and placing them in a trolley or a basket.
  • The goods are paid to one of the cashier stationed near the exit

Features of supermarkets

  • Require large capital to start
  • Stocks variety of goods
  • Offer self service facilities
  • Goods have price tags on them
  • Prices of goods are fixed
  • No credit facilities offered
  • Sell comparatively low prices

Advantages of supermarkets

  • They buy goods in large quantities which enable them to obtain good trade discount. They are therefore able to offer lower prices
  • Customers get all the goods they want under one roof. This saves time
  • Supermarkets employ few attendants therefore reducing their monthly wage bill
  • Impulse buying leads to more sales because customers have access to the goods which they pick from the well displayed shelves
  • They don’t sell on credit thereby avoiding bad debts

 

Disadvantages

  • They don’t offer credit facilities to the customer
  • They don’t deliver goods to customers premises
  • They don’t give personal services to the customers
  • They incur many losses due to pilferage of goods
  • Impulse buying leads the customer to buy goods they may not want

Chain stores (multiple stores)

  • Chain stores are large scale businesses with separate branches which are managed and organized centrally. The branch managers are accountable to the head office
  • g. the Deacons and African Retail Traders (ART)
  • They have standard prices for their products no matter where the branches are located
  • They have similar shop fronts appearance and displays.

Characteristics of chain stores

  • Purchases are centralized
  • Standard prices for all products in all their branches
  • Sales are centralized
  • All branches deal in same type of product
  • They are uniform in outward appearance and interior layout

Advantages of chain stores

  • They buy goods in large scales which enables them to obtain good trade discounts.
  • The cost of running a chain store is controlled and managed at the head office. The headquarters advertises on behalf of the branches
  • Slow-moving goods in one branch cab be transferred to another branch where demand for them is higher
  • The identical sold by chain stores and the similar shop fronts and window displays publicize the business
  • Chan stores serve a wider market because they are spread all over the country
  • Goods are sold on cash basis, hence reducing the cost of managing bad debts

Disadvantages of chain stores

  • Large amount of capital are required to run a chain store
  • People tend to shy away from buying identical products such as clothes
  • Chain stores do not offer credit facilities, except those operating exclusively on hire purchase scheme
  • Lack of personal touch with customers

Departmental stores

  • Comprises many single shops under one roof and one management.
  • Each department deals in a different line of goods and is controlled by a departmental manager
  • Departmental manager is responsible for buying in his department although this may be centralized
  • They are located in town centers
  • In Kenya we have no departmental store

Advantages of departmental stores

  • Customers can buy a wide variety of commodities from different shops under one roof
  • Departmental stores buy goods in large quantities at lower prices and hence these goods are sold at lower prices
  • Generally open for long hours
  • Offer adequate parking facilities to customers
  • The store is able to employ qualified staff thus providing high quality services

Characteristics of departmental stores

  • They offer a wide variety of goods at lower prices
  • They are attractive and convenient to shop in
  • They are usually situated in town centers
  • They provide services such as restaurants, reading rooms and post office to attract customers
  • Each department is managed by departmental manager dealing in a different line of goods

Disadvantages of departmental stores

  • Large amount of capital is required to run the store
  • A departmental store may run one department at loss to attract customers to other profit making departments
  • Carter mainly for the urban communities in which they are located
  • Lack personal contact with their customers
  • Their big sizes posses management problems related to coordination and control of the activities on the different departments
  • Hypermarkets
  • It’s a large shopping centre in one building comprising a variety of business under one roof and managed by different people.
  • They are located away from the city centre and have good access roads and ample parking
  • g. in Kenya is the Sarit Centre in Nairobi’s Westlands

Characteristics of hypermarkets

  • Good access roads
  • Ample parking space
  • Many business in one building
  • Attractive and convenient to shop in
  • Located in the outskirts of town
  • Offer a variety of goods and services

Advantages of hypermarkets

  • Offer extensive parking for customers
  • Customers can do all their shopping in one building , especially those who buy their monthly supplies in bulk
  • They save on space, which reduces rents and rates
  • Usually open for long hours
  • They provide credit facilities by accepting credit cards

 

Disadvantages of hypermarkets

  • Since they are located away from the city centers, they serve only a limited number of people especially those with cars
  • Require a large space which is not available in the Central Business District (CBD)
  • Their prices are not controlled and therefore subject to bargaining

Mail order stores

  • It’s a type of retail trade where business is carried out through the post office.
  • The customers place their order for goods through the post office and the goods are also supplied through the same
  • Buyers get information from advertisements in print media, journals, radios.
  • The goods are dispatched mostly on the basis of cash with order (C.W.O) or Cash on delivery (C.O.D)

Characteristics of mail order stores

  • They sell goods through the post office
  • They advertise through the print media, roads, journals, cinemas etc.
  • All transactions are passed through the post office
  • Customers do not visit the selling premises
  • Goods are dispatched, mostly on the basis of cash with order or cash on delivery

Advantages of mail order stores

  • It reaches customers who are far away from the shopping centers
  • Does not require transport facilities
  • Total control of distribution is possible
  • Does not require the services of salesmen

Disadvantages of mail order stores

  • High cost of advertising increases the price of the goods
  • Inspection of goods by the customer is not possible
  • The variety of the goods that can be sold is limited
  • Personal contact between the buyer and seller is not possible
  • Suitable to those who can read and write
  • Problems arising in the post office may affect the business, for example strikes

WHOLESALE TRADE

  • It involves selling goods in large quantities to traders for resale.
  • Wholesalers are classified according to the range of products they handle, the geographical area in which they operate and method of operation

According to the range of goods they handle

  • General merchandise wholesalers
  • General line wholesalers
  • Specialized wholesalers

According to the geographical area in which they operate

  • Nationwide wholesalers
  • Regional wholesalers

Their method of operation

  • Cash and carry wholesalers
  • Mobile wholesaler

General merchandise wholesalers

  • They deal in a wide range of products. The lines of products they deal in are distinct, e.g hardware, clothing, foodstuffs and chemicals

General line wholesalers

  • Deal with a wide range of products, but within one line, eg. Hardware

Specialized wholesaler

  • Deal in particular goods from a given line of products, e.g the line of foodstuffs

Nationwide wholesalers

  • Distribute goods all over the country.
  • They establish warehouses or depots in different areas from which they supply the goods to their customers

Regional wholesalers

  • Offer their products to certain parts of the country only.
  • They may cover a location or a district

 

 

Cash and carry wholesaler

  • Operate on self service basis like a supermarket
  • Traders come and pick goods and pay cash for them
  • They don’t offer transport facilities to their customers
  • No credit facilities are offered

Mobile wholesalers

  • Use vehicles to go around selling goods to traders

Rack jobbers

  • Specialize in selling particular products to their specialized wholesalers

Alternative classification of wholesalers

  • Those who buy goods, store them in warehouses and sell them to traders without having added anything to them
  • Those who, after buying the goods and storing them, prepare them for sale. They may break bulk, pack, brand, grade
  • Wholesalers who organize the distribution of goods, but who do not themselves physically handle the goods. This is normally the case with goods such a motor cars
  • Who act as wholesalers’ agents or brokers. These are middle men who are paid a commission for their work

Definition of terms used in whole sale trade

Breaking bulk

It is reducing the size quantity to a convenient requirement, eg buying in cartons from producers and selling them in packages to retailers

Packing

Putting goods in packets and boxes

Branding

Giving a product a name by which it will be sold.

Sorting

Selecting goods in desired sizes, weights, colors and qualities

Grading

Putting goods in groups of similar qualities to make it easier to price them

 

Blending

This involves mixing different grades to achieve desired tastes, color and other qualities

Services of wholesalers to the producer

  • Act as link between the producer and the retailers
  • Relieve producers of some of the risks they would experience which include a fall in price due to fall in demand
  • The producer is saved the problem of storage.
  • They carry out market research that is important to the producers
  • Transport, break bulk, pack, brand, sort, grade and blend goods
  • Engage in product promotion through advertising, shows, displays, films, exhibitions and trade fairs.

Services of wholesalers to retailers

  • Wholesalers ensure that goods are available at convenient locations for the retailers. This save transport cost
  • They break bulk for the benefit of the retailers
  • Offer transport facilities to retailers, therefore reducing the operating cost
  • Offer advisory services to retailers, with regard to market trends
  • Offer credit facilities
  • Engage in sales promotion, hence retailers are saved the problem of having to do so
  • They grade, sort, blend, pack and brand goods and save retailers the cost of performing those functions

Services of wholesalers to consumers

  • Ensure steady supply of goods to retailers which ensures that consumers are not faced with shortage
  • Ensures stable supply of goods to the market which ensures steady prices
  • Make it possible for consumers to enjoy a variety of goods
  • Break the bulk thereby ensuring consumers get the goods in desired quantities
  • Give information to consumers through retailers about goods, e.g. new products or change in products

 

 

DOCUMENTS USED IN HOME TRADE

These are documents that are used to show that a business transaction has taken place Letter of inquiry

  • Is a request by a possible buyer for information about the goods sold by a seller.
  • Inquiries can be oral or written
  • A written inquiry is called a letter of inquiry.
  • Seller may reply to a letter of inquiry by sending either a catalogue, quotation or price list

Catalogue

  • This is a booklet which briefly describes the goods a seller stocks.
  • Sent when a buyer send a general letter of inquiry

Its contents are

  • After sale services offered by the seller
  • Packaging and posting expenses to be incurred
  • Delivery services to be used
  • Terms of sale

Quotation

  • Sent when an inquiry is specific in nature.
  • Shows the terms of sale, prices of the commodities and description of the goods to be supplied

Price list

  • It’s a list of items sold by trader together with their prices
  • Information is usually brief and not illustrated
  • Cheaper to print than catalogues

Local Purchase Order

Send by the buyer after receiving either a catalogue, quotation or price list

Order can be done verbally, or written in form of filing letters

Contents are

  • Names and addresses of the buyer and seller
  • The number of the order
  • Quantities ordered and total amount to be paid
  • Description of the goods ordered
  • Price per item
  • Special instructions on such matters as packaging and delivery

Acknowledgement note

Is a document sent by the seller to the prospective buyer informing them that their order has been received and that it is being acted upon.

Packing note

  • It’s a document that is send with the goods that have been dispatched to the buyer
  • It used to make a spot check on the goods to ensure that the goods packed are the goods ordered

Contents

  • Quantities of the goods packed
  • A brief description of the goods
  • The means of delivery

Advice note

  • Its used to inform the buyer that the goods have been dispatched by the seller

Contains the following

  • The means of delivery
  • A description of the goods

Functions of the advice note

  • Informing the buyer that the goods are on the way so that in case of any delays in delivery, the buyer can always make inquiries
  • Alerting the buyer so that the necessary arrangements can be made for payments when the goods arrive

Delivery note

  • It is sent along the goods to delivered
  • It is made in triplicate
  • One copy of the note is left with seller and the remaining two copies are sent with the goods to the buyer
  • When goods reach the buyer, one checks them against the delivery note
  • If the buyer is satisfied with the goods, they sign both copies of the delivery note, keep the original and the other copy is send to seller

Contents of delivery note

  • Names and addresses of seller and the buyer
  • Date of delivery
  • Delivery note number
  • Description of goods and quantities
  • Space for the buyer of the goods to sign and comment on the condition of the goods received

Consignment note

If the seller doesn’t have transport services, they may hire the services of a transporting company to deliver the goods on their behalf. The transporter issues a consignment note to the seller

Contents

  • Details of the goods to be transported
  • Name and addresses of the seller (consignor) and buyer (consignee)
  • Terms of carriages and conditions of transporting the goods
  • After the seller completes the consignment note, it is returned to the carrier who takes it with the goods to the buyer. The buyer signs the note upon delivery of the goods

Invoice

  • Sent by the seller to the buyer demanding payment for goods delivered.
  • There are two types of invoices; cash invoices and credit invoice
  • A cash invoice is paid across the counter, thus acting as a cash sale receipt
  • Credit invoice is issued when the buyer is allowed to pay at a later date

Functions of an invoice

  • Shows details of goods sold
  • It’s a request to the buyer to make a payment
  • Used as a source document in recording the transactions in the books of accounts

The letters E & OE (errors and omissions excepted) are printed at the bottom of an invoice

They mean that the seller reserves the right to correct any errors and omissions made in the invoice

Pro-forma invoices

Functions

  • It serves as a polite request for payment before the goods are sent to the buyer
  • Sent when the seller does not want to give credit to the buyer
  • Issued to an agent who sells goods on behalf of the seller
  • Used by importers to get customs clearance before the goods are sent
  • Can serve the same purpose as the quotation. A pro-forma invoice is used in both home and foreign trade

Damaged goods notes/returned goods

  • In case some of the goods are damaged, the buyer send them back to the seller together with the damaged goods note.
  • Its prepared in triplicate
  • Two copies are sent to the seller and the other is retained by the buyer
  • When the seller receives the damaged goods note they will issues a document called a credit note

Credit note

It’s a document issued to correct an overcharge/reduce the amount due from a buyer as shown in the invoice

It’s issued under the following circumstances

  • When the goods returned by the buyer because they are either damaged or they are not in accordance with the order
  • When packing cases and empty containers are returned
  • There is an overcharge in the invoice as a result of arithmetical error

It’s printed in red

Debit note

  • Normally used to make undercharge corrections to invoices that had been previously sent to the buyer

Errors that may make a debit note be issued are

  • Mistakes in calculations
  • Omissions of items in the invoice
  • Price undercharge on items

Statement of account

Incase transactions are carried out on credit, the seller send a document containing all the transactions between the buyer and the seller.

It normally contains information derived for a specific period of time, such as a month, form the following:-

  • All invoices
  • All credit notes
  • A debit notes
  • All receipts

Contains

  • Names and addresses of the buyer and the seller
  • Account number
  • Date column
  • Particulars or details column
  • Money column with debit, credit and running balance column
  • Terms of credit

Receipt

A receipt is a proof of payment.

Contains

  • Date of payment
  • Name of the person making payment
  • Amount paid in words and figures and means of payment
  • Name of the institution or person to whom payment is made
  • Revenue stamp if the amount is above a set minimum
  • Receipt number

IOU (I Owe You)

It’s a written acknowledgment of a debt

Written by the debtor and does not specify the date when settlement will be made

Means of Payment

  • Refers to form or manner in which payment is made for goods and services.

Cash

Payment made using bank coins or notes

Advantages of cash payment

  • It’s the only means with legal tender (recognized by the law)
  • Convenient for small debts
  • Convenient to people with or without bank accounts

Disadvantages

  • Not convenient for large amount
  • Can be stolen
  • May be difficult to proof unless receipt is produced

Circumstances of cash payment

  • Amount involved is small
  • Payees doesn’t accept other means
  • Cash only means available
  • Cash needed urgently
  • Avoiding expenses

Cheques

Written order by account holder with the bank to pay a specified amount of money to the bearer

  • Drawer – The person who writes the cheque
  • Payee- Person to be paid
  • Drawee – The bank

Open and crossed cheque

Open cheque – one that can be cashed over the counter

Crossed cheque – can only be deposited in an account

A cheques is crossed by drawing two parallel lines. The crossing can be general or specific

General – contains only the parallel lines

Special – as other instructions

 

Dishonored cheque

A cheque is dishonored when the bank refuses to pay – bounced cheque

Circumstances

  • Insufficient funds
  • Signature differing
  • Post dated cheque
  • Stale cheque – presented six months after issue
  • Drawer closed account with the bank
  • Death, insanity or bankruptcy of the drawer
  • Alterations in the cheque

Advantages of cheque

  • More secure than notes
  • Convenient to carry
  • Reduces traveling
  • Used for future reference
  • Negotiable – can pay third party

Disadvantages

  • Requires payee to go to the bank
  • May be dishonored
  • Only issued by account holder
  • People refuse personal cheques

Circumstances for use of cheques

  • Amount involved is large
  • If the organization policy demand so
  • If cheques is the only means of payment
  • Avoid risks

Bill of exchange

It’s an unconditional order in writing addressed by one person to another requiring the person to whom it is addressed to pay on demand

Terms

  • It’s a command not a request
  • Its unconditional
  • Bill must be written
  • Amount be clearly stated
  • Payee should be named
  • Date of payment be stated

Advantages

  • Rights may be passed to another person
  • Date of payment is determined
  • Acceptance by debtor makes it legally binding
  • May be discounted

Disadvantages

  • May be dishonoured on maturity
  • Cash may not be ready
  • Expensive
  • Circumstances for use of bill of exchange
  • Creditor wants to be assured of payment
  • When the creditor wants money and the debtor is unable to raise
  • Creditor wants to use the debt to pay another debt

Promissory note

A document whereby a person promises to pay another a specified sum of money at a stated date

Money order

Sold by the post office, sender applies and fills an application form

The information in the money order includes

  • Amount to be remitted
  • Name of the person the money is to be paid to
  • Name of post office to be cashed
  • Name and address of the sender

Sender gives the form, money to send and commission over the counter

The payee has to

  • Identify himself
  • Identify person who send the money

The sender is left with a counterfoil as evidence to claim later

Postal order

Sold by the post office and is fixed in denominations of 5,10,20,50,100

Additional stamps worth in shilling are also needed

Circumstances

  • Small amount involved
  • Only means available
  • Avid risks

Postage stamps

Used to pay small amounts of money

Premium bonds

Issued by post office in denominations of 10 and 20 and matures at a given period

Used to settle debts but unsafe coz they can be cashed by anybody

Bankers cheque (bank draft)

Cheques drawn on a bank. One fills an application form and hands it over the bank together with the money

A cheque is prepared and is given to the applicant

Circumstances

  • Large amount is involved
  • Payee wants guarantee of payment

 

 

 

 

 

TERMS OF PAYMENT

Refers to an arrangement between the buyer and the seller on how the buyer should settle debts arising out of transactions between him and the seller

Cash

Paying immediately

May be cash on delivery or cash with order

C.O.D (Cash On Delivery) – Goods paid for when delivered

C.W.O(cash With Order) –Payment made at the time of placing order

Benefits of cod/cwo

  • Reduces risk of bad debt
  • Working capital readily available
  • Few records
  • No time wasted

Circumstances

  • Buyer new to the seller
  • Buyer credit worthiness is in doubt
  • Mail order business
  • Policy demand so

Deferred payments

Goods and services not paid in full on delivery. Instead paid in future either in lump sum or several installments

Open trade credit

  • Goods sold on credit such that the buyer pays for them in future in installments
  • The seller should however ensure that the buyer would pay by
  • Ascertaining the credit worthiness
  • Asking buyer to guarantee payment
  • Asking buyer to have someone to guarantee payment
  • Asking for security

 

 

Factors to consider when giving credit

  • Credit worthiness of the buyer
  • Repayment period
  • Amount of goods
  • Availability of stock
  • Reliability
  • Frequency of buying
  • Intention to attract and maintain customers

Cash discount – discount allowed to a buyer on order to encourage him/her to pay quickly

Examples of open trade credit

  • Simple credit – short time not more than a week
  • Monthlycredit – monthly basis
  • Budget accounts – regular deposit

Regular payment

Maximum credit to be allowed

Charge for any special offer

  • Trade credit – goods bought for resale
  • Credit card facilities – enables one to obtain goods from suppliers as long as they accept cards examples Barclays card, American Express, Access cards and visa cards

Advantages of credit card

  • Enables one to get goods without paying
  • Convenient to carry around
  • Enalbles holder to get money from specified banks
  • Increases credit rating of individual
  • Safe to carry than cash
  • Some cards are internationally accepted

Disadvantages

  • To acquire the card one must have established credit record
  • High card interest rate
  • Prone to abuse through fraud
  • Interest charged in case of delay in payment
  • Minimum age of 18 years to get card
  • Overspending
  • Limited to specific areas
  • Faces competition from other means
  • Few business accept cards
  • Long procedures to get the cards
  • People of high income only can afford

Hire purchase

  • A method of hiring property with an option to buy
  • A buyer ays initial deposit and the rest of the amount is spread over an agreed period of time
  • Ownership remains with the seller until final installment is paid
  • The buyer cannot sell the commodity until last installment
  • A certificate of completion is issued once final installment is paid as proof of transfer of ownership

Advantages to the buyer

  • acquisition and use of goods immediately after entering into contract
  • Pre-determined installments
  • Buyer can poses expensive goods

Disadvantages to buyer

  • Goods belong to the seller until last installment
  • Buyer may be tempted to buy more that he can pay
  • Expensive than cash
  • Limited type of goods

Advantages to seller

  • Able to increase volume of sales
  • Profit earned is higher
  • Goods belong to seller until last installment

Disadvantages to seller

  • Operating cost is high
  • Reposed goods only sold as second hand
  • Risks of loss is high
  • Large amount of capital required

 

Installment buying/credit purchase

Similar to hire purchase except that ownership of the commodity passes to the buyer immediately down payment is made

Hire purchase Credit purchase
·       Buyer does not become owner immediately ·       Buyer becomes owner immediately
·       Buyer cannot resale product ·       Buyer can resale goods
·       Prices higher ·       Price is lower
·       Goods can only be reposed ·       Can be repossessed and be sued (taken to court)

Other terms

  • discounts- allowance by the seller such that the buyer pays less than the marked price
  • quantity discount – Allowance to encourage bulk buying
  • trade discount – discount allowed by a trader to another so that the buyer can make profit after selling
  • cash discount – allowance by a trader to his credit customers to encourage them to pay debts promptly

Circumstances for deferred payment

  • Credit worthiness of customer is unquestionable
  • Attract and retain customers
  • Increase sales
  • Dispose off slow stock

Standing order

Instruction by an account holder to his/her bank authorizing it to make regular payments of specified amounts to a specific person till order is cancelled.

South Eastern, Seku, University Course List, Fees, Requirements, How to Apply

South Eastern, Seku, University Course List, Fees, Requirements, How to Apply

Academics

South Eastern Kenya University

All Programmes

School of Education

Undergraduate Programmes

Degree Programmes

  • Bachelor of Education in Early Childhood Development Education
  • Bachelor of Education Arts
  • Bachelor of Education Science

Entry requirements

Postgraduate Programmes

PhD Programmes

  • PhD in Education (Educational Administration)
  • PhD in Education (Planning and Economics of Education)
  • PhD in Education (Curriculum Studies)

Entry requirements

Masters Programmes

  • Master of Education (Educational Administration)
  • Master of Education (Educational Planning)
  • Master of Education (Economics of Education)
  • Master of Education (Curriculum Studies)
  • Master of Education (Governance in Education)
  • M.Ed. Early Childhood Development Education

Entry requirements

School of Humanities and Social Sciences

Undergraduate Programmes

Degree Programmes

  • Bachelor of Criminology & Social Justice
  • Bachelor of Arts
  • Bachelor of Arts in Social Work
  • Bachelor of Arts in Gender & Development Studies
  • Bachelor of Arts in Hospitality & Tourism

Entry requirements

Diploma Programmes

  • Diploma in Social Work and Community Development

Entry requirements

Postgraduate Programmes

PhD Programmes

  • Doctor of Philosophy in Kiswahili

Entry requirements

Masters Programmes

  • Master of Arts in Sociology
  • Master of Arts in Gender and Development Studies
  • Master of Arts in Kiswahili
  • Master of Education in Kiswahili Methods
  • Master of Arts in Linguistics
  • Master of Arts in Geography
  • Master of Arts in Religious Studies

School of Agriculture, Environment, Water and Natural Resources Management

Undergraduate Programmes

Degree Programmes

  • Bachelor of Science in Agriculture
  • Bachelor of Science in Agribusiness Management & Entrepreneurship
  • Bachelor of Science in Agricultural Education & Extension
  • Bachelor of Science in Animal Health & Entrepreneurship
  • Bachelor of Science in Environmental Conservation & Natural Resources Management
  • Bachelor of Science in Environmental Planning &Management
  • Bachelor of Science in Agro-ecosystems and Environmental Management
  • Bachelor of Science in Forestry & Community Development
  • Bachelor of Science in Climate Change
  • Bachelor of Science in Meteorology
  • Bachelor of Science in Geology
  • Bachelor of Science in Hydrology and Water Resources Management
  • Bachelor of Science in Fisheries Management and Aquatic Technology
  • Bachelor of Science in Applied Aquaculture Sciences

Entry requirements

Diploma Programmes

  • Diploma in Range land Management
  • Diploma in Apiculture
  • Diploma in Animal Health
  • Diploma in Crop Protection
  • Diploma in General Agriculture
  • Diploma in Agricultural Entrepreneurship
  • Diploma in Forestry
  • Diploma in Photogrammetry and Remote Sensing
  • Diploma in Disaster Management

Entry requirements

Certificates Programmes

  • Certificate in Animal Health and Husbandry
  • Certificate in Artificial Insemination and Fertility Management
  • Certificate in Environmental Impact Assessment (EIA) and Audit
  • Craft in Petroleum Geo-Science

Entry requirements

Postgraduate Programmes

PhD Programmes

  • Doctor of Philosophy in Dryland Resource Management
  • Doctor of Philosophy in Agricultural Economics
  • Doctor of Philosophy in Animal Science
  • Doctor of Philosophy in Environmental Management
  • Doctor of Philosophy in Climate Change & Agroforestry
  • Doctor of Philosophy in Watershed Management

Entry requirements

Masters Programmes

  • Master of Science in Agricultural Resource Management
  • Master of Science in Livestock Production Systems
  • Master of Science in Agronomy
  • Master of Science in Mammalian Physiology
  • Master of Science in Reproductive Biology
  • Master of Science in Rangeland Resources Management
  • Master of Science (Environmental Management)
  • Master of Science in Biodiversity Conservation and Management
  • Master of Science in Agro-meteorology
  • Master of Science in Mineral Exploration and Mining
  • Master of Science in Exploration Geo-Physics
  • Master of Science in Aquaculture
  • Master of Science in Integrated Water Resource and Watershed Management

Entry requirements

School of Science and Computing

Undergraduate Programmes

Degree Programmes

  • Bachelor of Science in Computer Science
  • Bachelor of Information Technology
  • Bachelor of Science in Electronics
  • Bachelor of Science in Mathematics
  • Bachelor of Science in Actuarial Science
  • Bachelor of Science in Statistics
  • Bachelor of Science
  • Bachelor of Science in Molecular Biology & Biochemistry
  • Bachelor of Science in Medical Botany

Entry requirements

Diploma Programmes

  • Diploma in Computer Science
  • Diploma in Information Communication Technology
  • Diploma in Electronics

Entry requirements

 

Postgraduate Programmes

PhD Programmes

  • Doctor of Philosophy in Physics

Entry requirements

Masters Programmes

  • Master of Science in Information Systems
  • Master of Science in Physics
  • Master of Science in Biochemistry
  • Master of Science in Biotechnology
  • Master of Science in Entomology

Entry requirements

School of Health Sciences

Undergraduate Programmes

Degree Programmes

  • Bachelor of Science in Nursing
  • Bachelor of Science in Medical Microbiology
  • Bachelor of Science in Medical Laboratory Sciences
  • Bachelor of Science in Foods Nutrition and Dietetics
  • Bachelor of Science in Public Health
  • Bachelor of Science in Population Health
  • Bachelor of Science in Health Records and Information Technology

Entry requirements

Diploma Programmes

  • Diploma in Food Science and Processing Technology
  • Diploma in Health Records

Entry requirements

Postgraduate Programmes

PhD Programmes

  • Master of Science in Public Health
  • Master of Science in Epidemiology
  • Master of Science in International Health
  • Master of Science in Infectious Disease Diagnosis

Entry requirements

School of Business and Economics

Undergraduate Programmes

Degree Programmes

  • Bachelor of Economics and Statistics
  • Bachelor of Economics
  • Bachelor of Commerce
  • Bachelor of Entrepreneurship, Technology & Innovation Management
  • Bachelor of Business & Information Technology
  • Bachelor of Procurement and Supply Chain Management
  • Bachelor of Project Planning & Management
  • Bachelor of Freight & Logistics Management

Entry requirements

Diploma Programmes

  • Diploma in Business Management
  • Diploma in Human Resource Management
  • Diploma in Sales and Marketing
  • Diploma in Cooperative Management
  • Diploma in Purchasing and Supplies Management
  • Diploma in Supply Chain Management
  • Diploma in Project Management

Entry requirements

Postgraduate Programmes

PhD Programmes

  • Doctor of Philosophy in Business Administration

Masters Programmes

  • Master of Arts in Economics
  • Master of Business Administration
  • Master of Entrepreneurship & Innovation Management

Entry requirements

School of Engineering and Technology

Undergraduate Programmes

Undergraduate Programmes

  • Bachelor of Science in Textile Technology & Applied Fashion Design
  • Bachelor of Science in Agricultural Engineering
  • Bachelor of Science in Civil Engineering
  • Bachelor of Science in Electrical & Electronics Engineering
  • Bachelor of Science in Mechanical Engineering

Diploma Programmes

  • Diploma in Fashion and Design
  • Diploma in Civil Engineering
  • Diploma in Building Technology
  • Diploma in Architecture
  • Diploma in Quantity Surveying
  • Diploma in Agricultural Engineering
  • Diploma in Electrical and Electronics Engineering (Instrumentation)
  • Diploma in Electrical and Electronics Engineering (Power Option)
  • Diploma in Mechanical Engineering (Production Engineering Option)
  • Diploma in Mechanical Engineering (Automotive Engineering Option)
  • Diploma in Automotive Engineering
  • Diploma in Mechanical Engineering (Plant)

Entry requirements

Certificate Programmes

  • Craft in Fashion Design and Garment Making

Entry requirements

School of Law

Undergraduate Programmes

Degree Programmes

  • Bachelor of Laws

Entry requirements

Course Duration

  • The SEKU SoL LL.B programme is undertaken within a four-year period.

Entry requirements

Entry Requirements

The following are the minimum entry requirements for the different programmes.

PhD Programmes

A relevant Master’s degree of South Eastern Kenya University or any other recognised university, or other qualifications considered by University Senate as equivalent to a relevant Master’s degree

Master’s Programmes

A relevant bachelors degree of South Eastern Kenya University or any other recognised university, or other qualifications considered by University Senate as equivalent to a relevant bachelor’s degree

Undergraduate Programmes

KCSE Mean Grade C+ (Plus) or KCSE Mean Grade C (Plain) with a Diploma in a relevant field.

Certificate and Diploma Programmes

KCSE Mean Grade C – (Minus)

Form 3 Physics Free High School Notes

PHYSICS FORM THREE

CHAPTER ONE

 LINEAR MOTION

Introduction

Study of motion is divided into two;

  1. Kinematics
  2. Dynamics

In kinematics forces causing motion are disregarded while dynamics deals with motion of objects and the forces causing them.

  1. Displacement

Distance moved by a body in a specified direction is called displacement. It is denoted by letter‘s’ and has both magnitude and direction. Distance is the movement from one point to another. The Si unit for displacement is the metre (m).

  1. Speed

This is the distance covered per unit time.

Speed= distance covered/ time taken. Distance is a scalar quantity since it has magnitude only. The SI unit for speed is metres per second(m/s or ms-1)

Average speed= total distance covered/total time taken

Other units for speed used are Km/h.

Examples                                                                                                                                                                         

  1. A body covers a distance of 10m in 4 seconds. It rests for 10 seconds and finally covers a distance of 90m in 60 seconds. Calculate the average speed.

Solution

Total distance covered=10+90=100m

Total time taken=4+10+6=20 seconds

Therefore average speed=100/20=5m/s

  1. Calculate the distance in metres covered by a body moving with a uniform speed of 180 km/h in 30 seconds.

Solution

Distance covered=speed*time

=180*1000/60*60=50m/s

=50*30

=1,500m

  1. Calculate the time in seconds taken a by body moving with a uniform speed of 360km/h to cover a distance of 3,000 km?

Solution

Speed:360km/h=360*1000/60*60=100m/s

Time=distance/speed

3000*1000/100

=30,000 seconds.

  • Velocity

This is the change of displacement per unit time. It is a vector quantity.

Velocity=change in displacement/total time taken

The SI units for velocity are m/s

Examples

  1. A man runs 800m due North in 100 seconds, followed by 400m due South in 80 seconds. Calculate,
  2. His average speed
  3. His average velocity
  4. His change in velocity for the whole journey

Solution

  1. Average speed: total distance travelled/total time taken

=800+400/100+80

=1200/180

=6.67m/s

  1. Average velocity: total displacement/total time

=800-400/180

=400/180

=2.22 m/s due North

  1. Change in velocity=final-initial velocity

= (800/100)-(400-80)

=8-5

=3m/s due North

  1. A tennis ball hits a vertical wall at a velocity of 10m/s and bounces off at the same velocity. Determine the change in velocity.

Solution

Initial velocity(u)=-10m/s

Final velocity (v) = 10m/s

Therefore change in velocity= v-u

=10- (-10)

=20m/s

  1. Acceleration

This is the change of velocity per unit time. It is a vector quantity symbolized by ‘a’.

Acceleration ‘a’=change in velocity/time taken= v-u/t

The SI units for acceleration are m/s2

Examples

  1. The velocity of a body increases from 72 km/h to 144 km/h in 10 seconds. Calculate its acceleration.

Solution

Initial velocity= 72 km/h=20m/s

Final velocity= 144 km/h=40m/s

Therefore ‘a’ =v-u/t

= 40-20/10

2m/s2

  1. A car is brought to rest from 180km/h in 20 seconds. What is its retardation?

Solution

Initial velocity=180km/h=50m/s

Final velocity= 0 m/s

A = v-u/t=0-50/20

= -2.5 m/s2

Hence retardation is 2.5 m/s2

 

Motion graphs

Distance-time graphs

 

 

 

 

Stationary body

 

 

 

 

 

 

b)

 

 

 

A body moving with uniform speed

 

 

 

 

 

 

c)

 

A body moving with variable speed

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Area under velocity-time graph

Consider a body with uniform or constant acceleration for time‘t’ seconds;

 

 

 

 

 

 

 

 

 

 

 

 

 

Distance travelled= average velocity*t

=(0+v/2)*t

=1/2vt

This is equivalent to the area under the graph. The area under velocity-time graph gives the distance covered by the body under‘t’ seconds.

Example

A car starts from rest and attains a velocity of 72km/h in 10 seconds. It travels at this velocity for 5 seconds and then decelerates to stop after another 6 seconds. Draw a velocity-time graph for this motion. From the graph;

  1. Calculate the total distance moved by the car
  2. Find the accelerationof the car at each stage.

Solution

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. From the graph, total distance covered= area of (A+B+C)

=(1/2×10×20)+(1/2×6×20)+(5×20)

=100+60+100

=260m

Also the area of the trapezium gives the same result.

 

  1. Acceleration= gradient of the graph

Stage A gradient= 20-0/ 10-0 = 2 m/s2

Stage b gradient= 20-20/15-10 =0 m/s2

Stage c gradient= 0-20/21-15 =-3.33 m/s2

 

Using a ticker-timer to measure speed, velocity and acceleration.

It will be noted that the dots pulled at different velocities will be as follows;

 

Most ticker-timers operate at a frequency of 50Hzi.e. 50 cycles per second hence they make 50 dots per second. Time interval between two consecutive dots is given as,

1/50 seconds= 0.02 seconds. This time is called a tick.

The distance is measured in ten-tick intervals hence time becomes 10×0.02= 0.2 seconds.

Examples

  1. A tape is pulled steadily through a ticker-timer of frequency 50 Hz. Given the outcome below, calculate the velocity with which the tape is pulled.
C
B
A
·
·
·

 

 

 

Solution

Distance between two consecutive dots= 5cm

Frequency of the ticker-timer=50Hz

Time taken between two consecutive dots=1/50=0.02 seconds

Therefore, velocity of tape=5/0.02= 250 cm/s

  1. The tape below was produced by a ticker-timer with a frequency of 100Hz. Find the acceleration of the object which was pulling the tape.

 

 

 

 

 

Solution

Time between successive dots=1/100=0.01 seconds

Initial velocity (u) 0.5/0.01 50 cm/s

Final velocity (v) 2.5/0.01= 250 cm/s

Time taken= 4 ×0.01 = 0.04 seconds

Therefore, acceleration= v-u/t= 250-50/0.04=5,000 cm/s2

 

Equations of linear motion

The following equations are applied for uniformly accelerated motion;

      v = u + at

      s = ut + ½ at2

      v2= u2 +2as

Examples

  1. A body moving with uniform acceleration of 10 m/s2 covers a distance of 320 m. if its initial velocity was 60 m/s. Calculate its final velocity.

Solution

V2 = u2 +2as

= (60) +2×10×320

=3600+6400

= 10,000

Therefore v= (10,000)1/2

v= 100m/s

  1. A body whose initial velocity is 30 m/s moves with a constant retardation of 3m/s. Calculate the time taken for the body to come to rest.

Solution

v = u+at

0= 30-3t

30=3t

t= 30 seconds.

  1. A body is uniformly accelerated from rest to a final velocityof 100m/s in 10 seconds. Calculate the distance covered.

Solution

s=ut+ ½ at2

=0×10+ ½ ×10×102

= 1000/2=500m

 

Motion under gravity.

  1. Free fall

The equations used for constant acceleration can be used to become,

v =u+gt

s =ut + ½ gt2

v2= u+2gs

  1. Vertical projection

Since the body goes against force of gravity then the following equations hold

v =u-gt ……………1

s =ut- ½ gt2 ……2

v2= u-2gs …………3

N.B time taken to reach maximum height is given by the following

 t=u/g since v=0 (using equation 1)

 

Time of flight

The time taken by the projectile is the timetaken to fall back to its point ofprojection. Using eq. 2 then, displacement =0

0= ut- ½ gt2

0=2ut-gt2

t(2u-gt)=0

Hence, t=0 or t= 2u/g

t=o corresponds to the start of projection

t=2u/gcorresponds to the time of flight

The time of flight is twice the time taken to attain maximum height.

 

Maximum height reached.

Using equation 3 maximum height, Hmax is attained when v=0 (final velocity). Hence

v2= u2-2gs;- 0=u2-2gHmax, therefore

2gHmax=u2

      Hmax=u2/2g

 

Velocity to return to point of projection.

At the instance of returning to the original point, total displacement equals to zero.

v2 =u2-2gs hence v2= u2

Thereforev=u or v=±u

Example

A stone is projected vertically upwards with a velocity of 30m/s from the ground.      Calculate,

  1. The time it takes to attain maximum height
  2. The time of flight
  3. The maximum height reached
  4. The velocity with which it lands on the ground. (take g=10m/s)

Solution

  1. Time taken to attain maximum height

T=u/g=30/10=3 seconds

 

  1. The time of flight

T=2t= 2×3=6 seconds

Or T=2u/g=2×30/10=6 seconds.

 

  1. Maximum height reached

Hmax= u2/2g= 30×30/2×10= 45m

 

  1. Velocity of landing (return)

v2= u2-2gs, but s=0,

Hence v2=u2

Thereforev=(30×30)1/2=30m/s

  1. Horizontal projection

The path followed by a body (projectile) is called trajectory. The maximum horizontal distance covered by the projectile is called range.

 

 

 

 

 

 

 

 

 

 

 

The horizontal displacement ‘R’ at a time‘t’ is given by s=ut+1/2at2

Taking u=u and a=0 hence R=ut, is the horizontal displacement and h=1/2gt2 is the vertical displacement.

NOTE

The time of flight is the same as the time of free fall.

 

Example

A ball is thrown from the top of a cliff 20m high with a horizontal velocity of 10m/s. Calculate,

  1. The time taken by the ball to strike the ground
  2. The distance from the foot of the cliff to where the ball strikes the ground.
  3. The vertical velocity at the time it strikes the ground. (take g=10m/s)

Solution

  1. h= ½ gt2

20= ½ ×10×t2

40=10t2

t2=40/10=4

t=2 seconds

  1. R=ut

=10×2

=20m

  1. v=u+at=gt

= 2×10=20m/s

CHAPTER TWO

REFRACTION OF LIGHT

 

Introduction

Refraction is the change of direction of light rays as they pass at an angle from one medium to another of different optical densities.

 

Exp. To investigate the path of light through rectangular glass block.

Apparatus: – soft-board, white sheet of paper, drawing pins (optical), rectangular glass block.

Procedure

  1. Fix the white plain paper on the soft board using pins.
  2. Place the glass block on the paper and trace its outline, label it ABCD as shown below.
  3. Draw a normal NON at point O.
  4. Replace the glass block to its original position.
  5. Stick two pins P1 and P2 on the line such that they are at least 6cm apart and upright.
  6. Viewing pins P1 and P2 from opposite side, fixpins P3 and P4 such that they’re in a straight line.
  7. Remove the pins and the glass block.
  8. Draw a line joining P3 and P4 and produce it to meet the outline face AB at point O

 

 

 

 

 

 

 

 

 

 

 

Explanation of refraction.

Light travels at a velocity of 3.0×108in a vacuum. Light travels with different velocities in different media. When a ray of light travels from an optically less dense media to more dense media, it is refracted towards the normal. The glass block experiment gives rise to a very important law known as the law of reversibility which states that “if a ray of light is reversed, it always travels along its original path”. If the glass block is parallel-sided, the emergent ray will be parallel to the incident ray but displaced laterally as shown

 

 

 

 

 

 

 

 

 

 

 

‘e’ is called the angle of emergence. The direction of the light is not altered but displaced sideways. This displacement is called lateral displacement and is denoted by‘d’. Therefore

XY= t/Cos r   YZ= Sin (i-r) ×xy

So, lateral displacement, d = t Sin (i-r)/Cos r

Laws of refraction

  1. The incident ray, the refracted ray and the normal at the point of incidence all lie on the same plane.
  2. The ratio of the sine of the angle of incidence to the sine of the angle of refraction is a constant for a given pair of media.

Sin i/sin r = constant (k)

 

Refractive index

Refractive index (n) is the constant of proportionality in Snell’s law; hence

Sin i/ sin r = n

Therefore sin i/sin r=n=1/sin r/sin i

 

Examples                                                             

  1. Calculate the refractive index for light travelling from glass to air given thatang= 1.5

Solution

gna= 1/ang = 1/1.5=0.67

 

  1. Calculate the angle of refraction for a ray of light from air striking an air-glass interface, making an angle of 600 with the interface. (ang= 1.5)

Solution

Angle of incidence (i) = 900-600=300

1.5=sin 30o/sin r, sin r =sin 300/ 1.5=0.5/1.5

Sin r=0.3333, sin-10.3333= 19.50

R= 19.50

 

Refractive index in terms of velocity.

Refractive index can be given in terms of velocity by the use of the following equation;

 

1n2 = velocity of light in medium 1/velocity of light in medium 2

 

When a ray of light is travelling from vacuum to a medium the refractive index is referred to as absolute refractive index of the medium denoted by ‘n’

Refractive index of a material ‘n’=velocity of light in a vacuum/velocity of light in material ‘n’

The absolute refractive indices of some common materials is given below

  Material Refractive index
1 Air (ATP) 1.00028
2 Ice 1.31
3 Water 1.33
4 Ethanol 1.36
5 Kerosene 1.44
6 Glycerol 1.47
7 Perspex 1.49
8 Glass (crown) 1.55
9 Glass (flint) 1.65
10 Ruby 1.76
11 Diamond 2.72

 

Examples

  1. A ray of light is incident on a water-glass interface as shown. Calculate ‘r’. (Take the refractive index of glass and water as 3/2 and 4/3 respectively)

 

 

 

 

 

 

 

 

 

Solution

Since anw sin θw=ang sing

4/3 sin 300= 3/2 sin r

3/2 sin r= 4/3× 0.5

Sin r =4/6×2/3=4/9= 0.4444

r = 26.40

  1. The refractive index of water is 4/3 and that of glass is 3/2. Calculate the refractive index of glass with respect to water.

Solution

wng= gna×ang, but wna = 1/ anw=3/4

wng=3/4×3/2=9/8= 1.13

 

Real and apparent depth

Consider the following diagram

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The depth of the water OM is the real depth, and the distance IM is known as the apparent depth. OI is the distance through which the coin has been displaced and is known as the vertical displacement. The relationship between refractive index and the apparent depth is given by;

 

Refractive index of a material=real depth/apparent depth

NB

This is true only if the object is viewed normally.

Example

A glass block of thickness 12 cm is placed on a mark drawn on a plain paper. The mark is viewed normally through the glass. Calculate the apparent depth of the mark and hence the vertical displacement. (Refractive index of glass =3/2)

Solution

ang= real depth/apparent depth

apparent depth= real depth/ ang=(12×2)/3= 8 cm

vertical displacement= 12-8=4 cm

 

Applications of refractive index

Total internal reflection

This occurs when light travels from a denser optical medium to a less dense medium. The refracted ray moves away from the normal until a critical angle is reached usually 900 where the refracted ray is parallel to the boundary between the two media. If this critical angle is exceeded total internal reflection occurs and at this point no refraction occurs but the ray is reflected internally within the denser medium.

Relationship between the critical angle and refractive index.

Consider the following diagram

 

 

 

 

 

 

 

 

 

From Snell’s law

gnw = sin C/sin 900,but ang = 1/gna since sin 900 = 1

Thereforeang= 1/sin C, hence sin C=1/n or n=1/sin C

 

Example

Calculate the critical angle of diamond given that its refractive index is 2.42

Solution

Sin C= 1/n=1/ 2.42= 0.4132= 24.40

 

Effects of total internal reflection

  1. Mirage: These are ‘pools of water’ seen on a tarmac road during a hot day. They are also observed in very cold regions but the light curves in opposite direction such that a polar bear seems to be upside down in the sky.
  2. Atmospheric refraction: the earths’ atmosphere refracts light rays so that the sun can be seen even when it has set. Similarly the sun is seen before it actually rises.

 

Applications of total internal reflection

  1. Periscope: a prism periscope consists of two right angled glass prisms of angles 450,900 and 450 arranged as shown below. They are used to observe distant objects.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. Prism binoculars: the arrangement of lenses and prisms is as shown below. Binoculars reduce the distance of objects such that they seem to be nearer.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. Pentaprism: used in cameras to change the inverted images formed into erect and actual image in front of the photographer.
  2. Optical fibre: this is a flexible glass rod of small diameter. A light entering through them undergoes repeated internal reflections. They are used in medicine to observe or view internal organs of the body

 

 

 

 

 

 

  1. Dispersion of white light: the splitting of light into its constituent colours is known as dispersion. Each colour represents a different wavelength as they strike the prism and therefore refracted differently as shown.

 

 

 

 

 

 

 

 

 

 

 

 

CHAPTER THREE

NEWTON’S LAWS OF MOTION

Newton’s first law (law of inertia)

This law states that “A body continues in its state of rest or uniform motion unless an unbalanced force acts on it”. The mass of a body is a measure of its inertia. Inertia is the property that keeps an object in its state of motion and resists any efforts to change it.

Newton’s second law (law of momentum)

Momentum of a body is defined as the product of its mass and its velocity.

Momentum ‘p’=mv. The SI unit for momentum is kgm/s or Ns. The Newton’s second law states that “The rate of change of momentum of a body is proportional to the applied force and takes place in the direction in which the force acts”

Change in momentum= mv-mu

Rate of change of momentum= mv-mu/t

Generally the second law gives rise to the equation of force F=ma

Hence F=mv-mu/t and Ft=mv-mu

The quantity Ft is called impulse and is equal to the change of momentum of the body.  The SI unit for impulse is Ns.

 

Examples

  1. A van of mass 3 metric tons is travelling at a velocity of 72 km/h. Calculate the momentum of the vehicle.

Solution

Momentum=mv=72km/h=(20m/s)×3×103 kg

=6.0×104kgm/s

 

  1. A truck weighs 1.0×105 N and is free to move. What force willgiveit an acceleration of 1.5 m/s2? (take g=10N/kg)

Solution

Mass of the truck = (1.0×105)/10=6.0×104

Using F=ma

=1.5×10×104

=1.5×104 N

  1. A car of mass 1,200 kg travelling at 45 m/s is brought to rest in 9 seconds. Calculate the average retardation of the car and the average force applied by the brakes.

Solution

Since the car comes to rest, v=0, a=(v-u)/t =(0-45)/9=-5m/s (retardation)

F=ma =(1200×-5) N =-6,000 N (braking force)

  1. A truck of mass 2,000 kg starts from rest on horizontal rails. Find the speed 3 seconds after starting if the tractive force by the engine is 1,000 N.

Solution

Impulse = Ft=1,000×3= 3,000 Ns

Let v be the velocity after 3 seconds. Since the truck was initially at rest then u=0.

Change in momentum=mv-mu

= (2,000×v) – (2,000×0)

=2,000 v

But impulse=change in momentum

2,000 v = 3,000

v = 3/2=1.5 m/s.

 

Weight of a body in a lift or elevator

When a body is in a lift at rest then the weight

W=mg

When the lift moves upwards with acceleration ‘a’ then the weight becomes

W = m (a+g)

If the lift moves downwards with acceleration ‘a’ then the weight becomes

W = m (g-a)

Example

A girl of mass stands inside a lift which is accelerated upwards at a rate of 2 m/s2. Determine the reaction of the lift at the girls’ feet.

Solution

Let the reaction at the girls’ feet be ‘R’ and the weight ‘W’

The resultant force F= R-W

= (R-500) N

Using F = ma, then R-500= 50×2, R= 100+500 = 600 N.

 

Newton’s third law (law of interaction)

This law states that “For every action or force there is an equal and opposite force or reaction”

Example

A girl of mass 50 Kg stands on roller skates near a wall. She pushes herself against the wall with a force of 30N. If the ground is horizontal and the friction on the roller skates is negligible, determine her acceleration from the wall.

Solution

Action = reaction = 30 N

Force of acceleration from the wall = 30 N

F = ma

a = F/m = 30/50 = 0.6 m/s2

 

Linear collisions

Linear collision occurs when two bodies collide head-on and move along the same straight line. There are two types of collisions;

  1. Inelastic collision: – this occurs when two bodies collide and stick together i.e. hitting putty on a wall. Momentum is conserved.
  2. Elastic collision: – occurs when bodies collide and bounce off each other after collision. Both momentum and kinetic energy are conserved.

 

Collisions bring about a law derived from both Newton’s third law and conservation of momentum. This law is known as the law of conservation of linear momentum which states that “when no outside forces act on a system of moving objects, the total momentum of the system stays constant”.

Examples

  1. A bullet of mass 0.005 kg is fired from a gun of mass 0.5 kg. If the muzzle velocity of the bullet is 300 m/s, determine the recoil velocity of the gun.

Solution

Initial momentum of the bullet and the gun is zero since they are at rest.

Momentum of the bullet after firing = (0.005×350) = 1.75 kgm/s

But momentum before firing = momentum after firing hence

0 = 1.75 + 0.5 v where ‘v’ = recoil velocity

0.5 v = -1.75

v =-1.75/0.5 = – 3.5 m/s (recoil velocity)

  1. A resultant force of 12 N acts on a body of mass 2 kg for 10 seconds. What is the change in momentum of the body?

Solution

Change in momentum = ∆P = mv – mu= Ft

= 12×10 = 12 Ns

  1. A minibus of mass 1,500 kg travelling at a constant velocity of 72 km/h collides head-on with a stationary car of mass 900 kg. The impact takes 2 seconds before the two move together at a constant velocity for 20 seconds. Calculate
  2. The common velocity
  3. The distance moved after the impact
  4. The impulsive force
  5. The change in kinetic energy

Solution

  1. Let the common velocity be ‘v’

Momentum before collision = momentum after collision

(1500×20) + (900×0) = (1500 +900)v

30,000 = 2,400v

v = 30,000/2,400 = 12.5 m/s (common velocity)

  1. After impact, the two bodies move together as one with a velocity of 12.5 m/s

Distance = velocity × time

= 12.5×20

= 250m

  1. Impulse = change in momentum

= 1500 (20-12.5) for minibus or

=900 (12.5 – 0) for the car

= 11,250 Ns

Impulse force F = impulse/time = 11,250/2 = 5,625 N

  1. E before collision = ½ × 1,500 × 202 = 3 × 105 J

K.E after collision = ½ × 2400 × 12.52 = 1.875×105 J

Therefore, change in K.E =(3.00 – 1.875) × 105 = 1.25× 105 J

 

 

 

Some of the applications of the law of conservation of momentum

  1. Rocket and jet propulsion: – rocket propels itself forward by forcing out its exhaust gases. The hot gases are pushed through exhaust nozzle at high velocity therefore gaining momentum to move forward.
  2. The garden sprinkler: – as water passes through the nozzle at high pressure it forces the sprinkler to rotate.

 

Solid friction

Friction is a force which opposes or tends to oppose the relative motion of two surfaces in contact with each other.

Measuring frictional forces

We can relate weight of bodies in contact and the force between them. This relationship is called coefficient of friction. Coefficient of friction is defined as the ratio of the force needed to overcome friction Ff to the perpendicular force between the surfaces Fn. Hence

µ = Ff/ Fn

Examples

  1. A box of mass 50 kg is dragged on a horizontal floor by means of a rope tied to its front. If the coefficient of kinetic friction between the floor and the box is 0.30, what is the force required to move the box at uniform speed?

Solution

Ff = µFn

Fn= weight = 50×10 = 500 N

Ff = 0.30 × 500 = 150 N

 

  1. A block of metal with a mass of 20 kg requires a horizontal force of 50 N to pull it with uniform velocity along a horizontal surface. Calculate the coefficient of friction between the surface and the block. (take g = 10 m/s)

Solution

Since motion is uniform, the applied force is equal to the frictional force

Fn = normal reaction = weight = 20 ×10 = 200 N

Therefore, µ =Ff/ Fn = 50/ 200 = 0.25.

 

Laws of friction

It is difficult to perform experiments involving friction and thus the following statements should therefore be taken merely as approximate descriptions: –

  1. Friction is always parallel to the contact surface and in the opposite direction to the force tending to produce or producing motion.
  2. Friction depends on the nature of the surfaces and materials in contact with each other.
  3. Sliding (kinetic) friction is less than static friction (friction before the body starts to slide).
  4. Kinetic friction is independent of speed.
  5. Friction is independent of the area of contact.
  6. Friction is proportional to the force pressing the two surfaces together.

Applications of friction

  1. Match stick
  2. Chewing food
  3. Brakes
  4. Motion of motor vehicles
  5. Walking

Methods of reducing friction

  1. Rollers
  2. Ball bearings in vehicles and machines
  3. Lubrication / oiling
  4. Air cushioning in hovercrafts

 

Example

A wooden box of mass 30 kg rests on a rough floor. The coefficient of friction between the floor and the box is 0.6. Calculate

  1. The force required to just move the box
  2. If a force of 200 N is applied the box with what acceleration will it move?

Solution

  1. Frictional force Ff= µFn = µ(mg)

= 0.6×30×10 = 180 N

  1. The resultant force = 200 – 180 = 20 N

From F =ma, then 20 = 30 a

a = 20 / 30 = 0.67 m/s2

 

Viscosity

This is the internal friction of a fluid. Viscosity of a liquid decreases as temperature increases. When a body is released in a viscous fluid it accelerates at first then soon attains a steady velocity called terminal velocity. Terminal velocity is attained when F + U = mg where F is viscous force, U is upthrust and mg is weight.

 

 

 

CHAPTER FOUR

 ENERGY, WORK, POWER AND MACHINES

Energy

This is the ability to do work.

Forms of energy.

  1. Chemical energy: – this is found in foods, oils charcoal firewood etc.
  2. Mechanical energy: – there are two types;
  3. Potential energy – a body possesses potential energy due to its relative position or state
  4. Kinetic energy – energy possessed by a body due to its motion i.e. wind, water
  • Wave energy – wave energy may be produced by vibrating objects or particles i.e. light, sound or tidal waves.
  1. Electrical energy – this is energy formed by conversion of other forms of energy i.e. generators.

Transformation and conservation of energy

Any device that facilitates energy transformations is called transducer. Energy can be transformed from one form to another i.e. mechanical – electrical – heat energy. The law of conservation of energy states that “energy cannot be created or destroyed; it can only be transformed from one form to another”.

 

Work

Work is done when a force acts on a body and the body moves in the direction of the force.

Work done = force × distance moved by object

W = F × d

Work is measured in Nm. 1 Nm = 1 Joule (J)

 

Examples

  1. Calculate the work done by a stone mason lifting a stone of mass 15 kg through a height of 2.0 m. (take g=10N/kg)

Solution

Work done = force × distance

= (15× 10) × 2 = 300 Nm or 300 J

  1. A girl of mass 50 kg walks up a flight of 12 steps. If each step is 30 cm high, calculate the work done by the girl climbing the stairs.

Solution

Work done = force × distance

= (50× 10) × (12 ×30) ÷ 100 = 500 × 3.6 = 1,800 J

  1. A force of 7.5 N stretches a certain spring by 5 cm. How much work is done in stretching this spring by 8.0 cm?

Solution

A force of 7.5 produces an extension of 5.0 cm.

Hence 8.0 cm = (7.5 ×8)/ 5 = 12.0 N

Work done = ½ × force × extension

= ½ × 12.0 × 0.08 = 0.48 J

  1. A car travelling at a speed of 72 km/h is uniformly retarded by an applicationof brakes and comes to rest after 8 seconds. If the car with its occupants has a mass of 1,250 kg. Calculate;
  2. The breaking force
  3. The work done in bringing it to rest

Solution

  1. F = ma and a = v – u/t

But 72 km/h = 20m/s

a = 0 -20/8 = – 2.5 m/s

Retardation = 2.5 m/s

Braking force F = 1,250 × 2.5

= 3,125 N

  1. Work done = kinetic energy lost by the car

= ½ mv2 – ½ mu2

= ½ × 1250 × 02 – ½ × 1250 × 202

= – 2.5 × 105 J

  1. A spring constant k = 100 Nm is stretched to a distance of 20 cm. calculate the work done by the spring.

Solution

Work = ½ ks2

= ½ × 100 × 0.22

= 2 J

Power

Poweris the time rate of doing work or the rate of energy conversion.

Power (P) = work done / time

  P = W / t

The SI unit for power is the watt (W) or joules per second (J/s).

Examples

  1. A person weighing 500 N takes 4 seconds to climb upstairs to a height of 3.0 m. what is the average power in climbing up the height?

Solution

Power = work done / time = (force × distance) / time

= (500 ×3) / 4 = 375 W

  1. A box of mass 500 kg is dragged along a level ground at a speed of 12 m/s. If the force of friction between the box and floor is 1200 N. Calculate the power developed.

Solution

Power = F v

= 2,000 × 12

= 24,000 W = 24 kW.

Machines

A machine is any device that uses a force applied at one point to overcome a force at another point. Force applied is called the effort while the resisting force overcome is called load. Machines makes work easier or convenient to be done. Three quantities dealing with machines are;-

  1. Mechanical advantage (M.A.) – this is defined as the ratio of the load (L) to the effort (E). It has no units.

M.A = load (L) / effort (E)

  1. Velocity ratio – this is the ratio  of thedistance moved by the effort to the distance moved by the load

V.R = distance moved by effort/ distance moved by the load

  1. c) Efficiency – is obtained by dividing the work output by the work input and the getting                      percentage

Efficiency = (work output/work input) × 100

= (M.A / V.R) × 100

= (work done on load / work done on effort) × 100

Examples

  1. A machine; the load moves 2 m when the effort moves 8 m. If an effort of 20 N is used to raise a load of 60 N, what is the efficiency of the machine?

Solution

Efficiency =   (M.A / V.R) × 100    M.A = load/effort =60/20 = 3

V.R =DE/ DL = 8/2 = 4

Efficiency = ¾ × 100 = 75%

Some simple machines

  1. Levers– this is a simple machine whose operation relies on the principle of moments
  2. Pulleys – this is a wheel with a grooved rim used for lifting heavy loads to high levels. The can be used as a single fixed pulley, or as a block-and-tackle system.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

M.A = Load/ Effort

V.R = no. of pulleys/ no. of strings supporting the load

Example

A block and tackle system has 3 pulleys in the upper fixed block and two in the lower moveable block. What load can be lifted by an effort of 200 N if the efficiency of the machine is 60%?

Solution

V.R = total number of pulleys = 5

Efficiency = (M.A /V.R) × 100 = 60%

0.6 = M.A/ 5 =3, but M.A = Load/Effort

Therefore, load = 3 ×200 = 600 N

  1. Wheel and axle– consists of a large wheel of big radius attached to an axle of smaller radius.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

V.R = R/r and M.A = R/r

Example

A wheel and axle is used to raise a load of 280 N by a force of 40 N applied to the rim of the wheel. If the radii of the wheel and axle are 70 cm and 5 cm respectively. Calculate the M.A, V.Rand efficiency.

Solution

M.A = 280 / 40 = 7

V.R = R/r = 70/5 = 14

Efficiency = (M.A/ V.R) × 100 = 7/14 × 100 = 50 %

  1. Inclined plane: –

V.R = 1/ sin θ           M.A = Load/ Effort

 

Example

A man uses an inclined plane to lift a 50 kg load through a vertical height of 4.0 m. the inclined plane makes an angle of 300 with the horizontal. If the efficiency of the inclined plane is 72%, calculate;

  1. The effort needed to move the load up the inclined plane at a constant velocity.
  2. The work done against friction in raising the load through the height of 4.0 m. (take g= 10 N/kg)

Solution

  1. R = 1 / sin C = 1/ sin 300 = 2 M.A = efficiency × V.R = (72/100)× 2 = 1.44

Effort = load (mg) / effort (50×10)/ 1.44 = 347.2 N

 

  1. Work done against friction = work input – work output

Work output = mgh = 50×10×4 = 2,000 J

Work input = effort × distance moved by effort

347.2 × (4× sin 300) = 2,777.6 J

Therefore work done against friction = 2,777.6 – 2,000 = 777.6 J

  1. The screw: – the distance between two successive threads is called the pitch

V.R of screw = circumference of screw head / pitch P

                        = 2πr / P

Example

A car weighing 1,600 kg is lifted with a jack-screw of 11 mm pitch. If the handleis 28 cmfrom the screw, find the force applied.

Solution

Neglecting friction M.A = V.R

V.R = 2πr /P = M.A = L / E

1,600 / E = (2π× 0.28) / 0.011

E = (1,600 × 0.011 × 7) / 22×2×0.28 =10 N

  1. Gears: – the wheel in which effort is applied is called the driver while the load wheel is the driven wheel.

V.R = revolutions of driver wheel / revolutions of driven wheel

            Or

V.R = no.of teeth in the driven wheel/ no. of teeth in the driving wheel

Example

 

 

 

 

 

  1. Pulley belts: -these are used in bicycles and other industrial machines

V.R = radius of the driven pulley / radius of the driving pulley

 

  1. Hydraulic machines

V.R = R2 / r2 where R- radius of the load piston and r- radius of the effort piston

Example

The radius of the effort piston of a hydraulic lift is 1.4 cm while that of the load piston is 7.0 cm. This machine is used to raise a load of 120 kg at a constant velocity through a height of 2.5 cm. given that the machine is 80% efficient, calculate;

  1. The effort needed
  2. The energy wasted using the machine

Solution

  1. R = R2 / r2 = (7×7) / 1.4 × 1.4 = 25

Efficiency = M.A / V.R = (80 /100) × 25 = 20

But M.A = Load / Effort = (120×10) / 20 = 60 N

  1. Efficiency = work output / work input = work done on load (m g h) /80

= (120 × 10× 2.5) / work input

80 / 100 = 3,000 / work input

Work input = (3,000 × 100) /80 = 3,750 J

Energy wasted = work input – work output

= 3,750 – 3,000 = 750 J

 

 

 

 

CHAPTER FIVE

CURRENT ELECTRICITY

Electric potential difference and electric current

Electric current

Electric potential difference (p. d) is defined as the work done per unit charge in moving charge from one point to another. It is measured in volts.

Electric current is the rate of flow of charge. P. d is measured using a voltmeter while current is measured using an ammeter. The SI units for charge is amperes (A).

 

Ammeters and voltmeters

In a circuit an ammeter is always connected in series with the battery while a voltmeter is always connected parallel to the device whose voltage is being measured.

 

Ohm’s law

This law gives the relationship between the voltage across a conductor and the current flowing through it. Ohm’s law states that “the current flowing through a metal conductor is directly proportional to the potential difference across the ends of the wire provided that temperature and other physical conditions remain constant

Mathematically V α I

So V /I = constant, this constant of proportionality is called resistance

V / I = Resistance (R)

Resistance is measured in ohms and given the symbol Ω

 

Examples

  1. A current of 2mA flows through a conductor of resistance 2 kΩ. Calculate the voltage across the conductor.

Solution

V = IR = (2 × 10-3) × (2 × 103) = 4 V.

 

  1. A wire of resistance 20Ω is connected across a battery of 5 V. What current is flowing in the circuit?

Solution

I = V/R = 5 / 20 = 0.25 A

Ohmic and non-ohmic conductors

Ohmic conductors are those that obey Ohms law(V α I) and a good example is nichrome wire i.e. the nichrome wire is not affected by temperature.

Non-ohmic conductors do not obey Ohms law i.e. bulb filament (tungsten), thermistor couple, semi-conductor diode etc. They are affected by temperature hence non-linear.

 

Factors affecting the resistance of a metallic conductor

  1. Temperature – resistance increases with increase in temperature
  2. Length of the conductor– increase in length increases resistance
  3. Cross-sectional area– resistance is inversely proportional to the cross-sectional area of a conductor of the same material.

Resistivity of a material is numerically equal to the resistance of a material of unit length and unit cross-sectional area. It is symbolized by ρ and the units are ohmmeter (Ωm). It is given by the following formula;

ρ = AR /lwhere A – cross-sectional area, R – resistance, l – length

Example

Given that the resistivity of nichrome is 1.1× 10-6Ωm, what length of nichrome wire of diameter 0.42 mm is needed to make a resistance of 20 Ω?

Solution

ρ = AR /l, hence l = RA/ ρ = 20 × 3.142 × (2.1×10-4) / 1.1 × 10-6 = 2.52 m

 

Resistors

 

Resistors are used to regulate or control the magnitude of current and voltage in a circuit according to Ohms law.

Types of resistors

Carbon resistor
  • Fixed resistors – they are wire-wound or carbon resistors and are designed togive a fixed resistance.

 

 

 

  1. ii) Variable resistors – they consist of the rheostat and potentiometer. The resistance can be varied by sliding a metal contact to generate desirable resistance.

 

 

 

 

 

 

 

 

Wire-wound resistor

 

 

 

 

 

 

 

Resistor combination

  1. Series combination

Consider the following loop

 

 

 

 

 

 

 

 

Since it is in series then,

VT = V1 + V2 + V3

The same current (I) flows through the circuit (resistors), hence

IRT = I (R1 + R2 + R3), dividing through by I, then

RT = R1 + R2 + R3

Therefore for resistors connected in series the equivalent resistance (Req) is equal to the total sum of their individual resistances.

Req = R1 + R2 + R3

 

 

 

  1. Parallel combination

Consider the following circuit

 

 

 

 

 

 

 

 

 

 

 

 

 

Total current is given by;

IT = I1 + I2 + I3.  But IT = VT/RT = V1/R1 + V2/R2 + V3/R3

Since in parallel, VT = V1 = V2 = V3

Then 1/RT = 1/R1 + 1/R2 +1/R3, for ‘n’ resistors in parallel

1/RT = 1/R1 + 1/R2 +1/R3 ………… 1/Rn

If only two resistors are involved then the equivalent resistance becomes

1/Req = 1/R1 + 1/R2 = (R1 + R2)/ R1 R2

 

Examples

  1. Calculate the effective resistance in the following

 

 

 

 

 

 

Solution

This reduces to

 

Combining the two in parallel;

1/Req = (R1 + R2)/R1 R2 = 20/96

1/Req = 20/96, therefore Req = 96/20 = 4.8 Ω

Lastly combining the two in series;

Then Req = 4 Ω + 4.8 Ω = 8.8 Ω

  1. In the diagram below, a current of 0.8 A, passing through an arrangement of resistors as shown below. Find the current through the 10 Ω

 

 

 

 

 

 

 

 

 

Solution

Combining those in series then this can be replaced by two resistors of 60 Ω and 40 Ω.

Current through 10 Ω = (p.d. between P and R)/ (30 + 10) Ω

p.d between P and R = 0.8 × Req. Req = (40 × 60)/ 40 + 60 = 2400/ 100 = 24 Ω

p.d across R and P = 0.8 × 24 (V=IR)

therefore, current through 10 Ω = 19.2 / 10 + 30 = 0.48 A

 

Electromotive force and internal resistance

Electromotive force (e.m.f.) is the p.d across a cell when no current is being drawn from the cell. The p.d across the cell when the circuit is closed is referred to as the terminal voltage of the cell. Internal resistance of a cell is therefore the resistance of flow of current that they generate. Consider the following diagram;

 

The current flowing through the circuit is given by the equation,

 Current = e.m.f / total resistance

I = E / R + rwhere E – e.m.f of the cell

Therefore E = I (R + r) = IR + I r = V + I r

Examples

  1. A cell drives a current of 0.6 A through a resistance of 2 Ω. if the value of resistance is increased to 7 Ω the current becomes 0.2 A. calculate the value of e.m.f of the cell and its internal resistance.

Solution

Let the internal resistance be ‘r’ and e.m.f be ‘E’.

Using E = V + I r = IR + I r

Substitute for the two sets of values for I and R

E = 0.6 × (2 + 0.6 r) = 1.2 + 0.36 r

E = 0.6 × (7 × 0.2 r) = 1.4 + 0.12 r

Solving the two simultaneously, we have,

E = 1.5 v and R = 0.5 Ω

  1. A battery consists of two identical cells, each of e.m.f 1.5 v and internal resistance of 0.6 Ω, connected in parallel. Calculate the current the battery drives through a 0.7 Ω

Solution

When two identical cells are connected in series, the equivalent e.m.f is equal to that of only one cell. The equivalent internal resistance is equal to that of two such resistance connected in parallel. Hence Req = R1 R2 / R1 + R2 = (0.6 × 0.6) / 0.6 + 0.6 = 0.36 / 1.2 = 0.3 Ω

Equivalent e.m.f =1.5 / (0.7 + 0.3) = 1.5 A

Hence current flowing through 0.7 Ω resistor is 1.5 A

 

 

 

 

 

 

 

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MUSIC SYLLABUS FREE PDF DOWNLOAD

511- MUSIC

GENERAL OBJECTIVES

By the of the course, the learners should be able to;-

1.     read and write music;
2,     use musical instruments, costumes and decorations;
3.     express own ideas, emotions and experiences through composing music and dance;
4.     appreciate and contribute to development of different types of music;
5.     acquire a sense of co-operation by participating in musical activities;
6.     promote and enhance national unity by identifying through exploration, appreciation and performance of indigenous music from all parts of Kenya;
7.     contribute to the world of music through study and participate in the country’s
music and that of other nations;
8.     use acquired music skills for his/her well being and others in society;
9.     use music to acquire better mental and physical health;
10.     compose music to educate society on issues affecting them;
11.     perform and enjoy song, deince and instrumental music;
12.     develop/improve own creative skills/talents through the composition of music and
dance.

1.0.0     BASIC SKILLS

By the end of the topic, the learner should be able to:
(a)     sight read music;
(b)     sight sing music;
(c)     translate music from staff to solfa notation and vice versa;
(d)     transpose music;
(e)     compose melodies;
(f)     interpret pitch, rhythm, terms and signs;
(g)     compose rhythms;
(h)     harmonize melodies melodies;
(i)     compose melodies for given lyrics.

1.2.0     Content
1.2.1     Time
(i)     Note values and

223463963     12
(ii)     Time signatures:     424488842     8

(iii) Grouping of notes and rests

1.2.2     Melody: All major and minor keys, solfa notation, transposition. Terms and Signs
ornaments, modulation, writing a melody of up to 16 beirs and writing melodies to
given lyrics.
1.2.3     Harmony: S. A. T. B.
1.2.4     Aurals

2     23463963     12
(i)     Rhythms in:     424488842     8

incorporating triplets, duplets and syncopation.
(ii)     Melody in major and minor keys and modulation to related keys.
(iii)     Harmonic intervals: – major, minor and perfect.
(iv)     Cadences:- Perfect, plagal, imperfect and interrupted cadences in major
and minor keys.

2.0.0 HISTORY AND ANALYSIS

2.1.0     Specific Objectives
By the end of the topic, the learner should be able to;
(a)     analyse different types of music;
(b)     appreciate different types of music;
(c)     trace the growth of music from Renaissance to the 20’*’ century period;
(d)     trace the development of African music since 1900.

2.2.0     Content
2.2.1     History
(i)     African Music: Traditional and contemporary vocal music: A study of
membranophones idiophones, aerophones and chordophones
A study of instrumental music of Kenya.
Study the growth of traditional and contemporary vocal music of Kenya
(ii)     Western music: Growth of music from Renaissance to 20*” century.
(iii)     Oriental music.
2.2.2     Analysis:
Analysis of vocal and instrumental music selected from any two of the following:-
African music: Traditional and contemporary
Western music
Oriental music.

3.0.0     PRACTICALS

3.1.0     Specific Objectives
By the end of the topic, the learner should be able to:

(a)     perform a variety of songs and dances;
(b)     develop and maintain a sense of self discipline and co-ordination in a musical      performance;
(c)     acquire and display proficiency in musical performance;
(d)     develop an appreciation of folk music;
(e)     play a musical instrument;
(Q     organize and participate in music making activities
(g)     enhance growth of music through positive contribution in composition      performance and research;
(h)     develop respect for and positive reaction to other peoples’ cultures;
(i)     pursue music as a profession;
0)     develop and display sense of rhythm and pitch.
Content

3.2.1     Performance of any two items each selected from £iny two of the following sections;
•     African (voice, dance and instrument)
•     Western (voice, woodwind, keyboard, string, brass and percussion).
•     Oriental (string, wind and percussion)

4.0.0     GENERAL MUSIC KNOWLEDGE

4.1.0     Specific Objectives
By the end of the topic, the learner should be able to:
(a)     compare songs, dances and instruments in traditional, popular and
contemporary styles;
(b)     collect and preserve traditional songs, dances and musical instruments;
(c)     make use of the existing music industry.
(d)     explain musical forms;
(e)     describe types of musical instruments;
(f)     define musical terms;
(g)     study the factors that bring about changes in musical styles;
(h)     analyse unprepared musical works.

4.2.0     Content
4.2.1     Field work;- collecting folk songs and dances, collecting musical instruments and
composing songs and dances, visits to and/or participation in national days, cultural
festivals, music centres and recording industries.
4.2.2     Score reading
4.2.3     The orchestra of the Classical and Romantic orchestra.
4.2.4     African instruments that are often played together in a musical performance
4.2.5     Forms:- Binary, Ternary, Rondo, Theme and Variation, Minuet and Trio and
polyphonic forms.

5.0.0     PRESCRIBED WORKS FOR 2008 AND 2009
Composers – candidates will be expected to study the following composers and their works.
(a)     Prescribed composers for 2008
(i)     Renaissance     – Byrd William
(ii)     Baroque     – Handel George Frideric
(iii)     Classical     – Haydn, Franz Joseph
(iv)     20’*’ Century     – Vaughan Williams, Ralph
(b)     Prescribed Composer for 2009
(i)     Renaissance     – Claudio Monteverdi
(ii)     Baroque     – Rameau Jean – Philippe
(iii)     Classical     – Gluck, christoph Willibald
(iv)     Romantic     – Johnnes Brahms
(c)     Prescribed African music analysis: Candidates will be reqmred to study
Prescribed African music from the Kenya Music Festival Recording as shown
below:-
2008; Gusii Folksong by Nyangage Primary School
2009; Mserigo by Likoni Primary School.

(d)     Prescribed Western music Analysis:-
Candidates will be required to study prescribed Western Music as shown below:
2009: MozEirt W. A.: Symphony No. 40 in G Minor K550
2008; Henry Purcell: Dido and Aeneas. End of Act 11(1689)

NB:     The recordings for prescribed African and Western music are available at the Kenya Institute of Education.

6.0.0     PRACTICAL EXAMINATIONS

6.1.0     Paper 511/1
The candidate will be required to perform before a
Panel of examiners. The candidate’s performance will take a duration of
10 minutes. The practical performance will     consist of an African     piece/
Oriental piece, a Western set piece, technical exercises and sight reading     as
explained below:-

(a)     AFRICAN TRADITIONAL/ORIENTAL MUSIC: The candidate
will be required to prepare and perform one item of his/her own choice
from any one of the following categories:
•     Folk song

•     Cultural Group Dance
•     String instrument
•     Melodic Wind Instrument
•     Melodic Idiophone
•     Dram-set

(b)     WESTERN MUSIC
The candidate should select one piece from either in voice of
instrument from the choices given below. In each case, two pieces will
be set for the candidate to choose one.

NB:     The     recordings for     prescribed African     and     Western     Music     are
available at the Kenya Institute ofEducation.

Set Pieces For 2008
(a)     Voice: The candidate should select a piece from only one of the voices.

Soprano: (i) Giovarmi Pergolesi: Nina, (Key B Flat Major)
(ii) Giovanni Bottista Bononcini: For the Love My heart doth prize

Alto: (i) G. F. Handel: Sweet Contentment (Key – F Major).
(ii) L. Van Beethoven: I Love thee

Tenor: (i) T. A. Ame: Water Parted (Key – F Major)
(ii) Cyril Winn: Song of the Music Makers

Bass: (i) Arthur Somervell: The Gentle Maiden (Key – F Major)
(ii) T. A. Ame: Why so pale and wan, Fond Lover.

(b)     Instruments: Each candidate presenting instrument should select one piece from
only one instrument area.

(ii) Pietro Localelli: Minuetto

Clarinet:
Saxophone (Aito)E”:
Trumpet/Comet:
Trombone/Euphonuium:
Tuba:
Guitar:
Viola;
Piano:

(i) G. Braga: Angel’s Serenade (Key: F. Major).
(ii) Muchael Rose: Song and Dance

(i) I. V. Weise: Landonderry Air.
(ii) Jacques Offenbach: Barkarole.

(i) Giusseppe Giordani: Dearest, Believe (Caro mio ben)
in B.
(ii) Allan Haughton: Dance.

(i) A. Halbome: The Fruits of Love.
(ii) F. Mendelssohn: Song without words

(i) W. A. Mozart: II Marche. (ii) J. B. Lully: Gavotte.

(i) F. Carulli: Moderato. (ii) Peter J. Harris:
(ii) The Ashgroove.

(i) Andrew: Lullaby.
(ii) W. A. Mozart: Deuscher Tanz (Germcin Dancer).

(i) Beethoven: Allemande in A.

(ii) J. C.F. Bach: Polonaise

NB: The above set pieces are available at the Kenya Institute ofEducation.

Set Pieces For 2009

(a)     Voice:

Soprano:
Alto:
Tenor:
The candidate should choose a piece from only one of the
Areas

(i) Giovanni, Battista Bononcini:
Per La Gloria d’adorarui, For the Love my heart doth
Prize. (Key A major)

(ii) Henry Purcell: I attempt from Love’s sickness to fly
(Key A major)

(i) L. Van Beethoven: I Love thee
(ii) Dr. Baker am Rhein: Sunday on the Rhine.

(i) Cyril Winn: Song of the music makers (Key A major)
(ii) G. F. Handel: Lascia Chio Pianga

Bass: (i) T. A. Ame; Why so pale and wan. Fond Lover
(ii) Semele; Leave me. Loathsome light.

Instruments: The candidate should choose only one set piece from
instrument area:

Descant recorder:
(i) Jean Baptistc locitet: Sarabanda
(ii) George Phillipp Telemann: Siciliana

Treble recorder:
(i) Michael Praetorious; Bransles De La royne II
(ii) Raphael Counterille: Largo (from sonata in C).

Tenor recorder;
(i) Patrick Enfield: Horn Pipe
(ii) Benjamin Britten: Waltz Variation-

Bass recorder: (i) G. P. Telemann: Carilon.
(ii) G. P. Telemann: Polonise.

Flute: (i) Pietro Locatelli: Minuetto
(ii) G. F. Hiindel: Bourree

Clarinet(B?): (i) Michael Rose: Berceuse
(ii) Allan Rose: Song and Dance

Saxophone(Alto) F?:
(i) Jacques Offenbach: Barkaroie
(ii) George Geshwin: I got Rhythm

Trumpet(B”)/Comet:
(i) Allan Haughton: Danse
(ii) Allan Haughton: Little Girl.

Trombone/Euphonium:
(i) F. Mendelssohn: Song without words
(ii) Pamela Wedewood: Tequila sunrise

Horn: (i) Michael Rose: Ballade
(ii) Michael Rose: Scherzo

Violin: (i) Correli OP 5 No.8: Preludio from Sonata in E. mi
(ii) Herbert Kinsey: Pastorale

Tuba: (i) W. A. Mozart: II Marche

(ii) Jean B. Lully:     Gavotte.

Guitar:
Viola:
Cello;
Piano:

(i) F. Cumlli: Moderato
(ii) Peter J. Harris; The Ashgroove

(i) Alfred Moffat: Sarabande
(ii) H.Purcell; Air,

(i) Andrew; Lullaby.
(ii) W.A. Mozart: Deuscher Tanz (German Dance).

(i) J.C.F. Bach: Polonaise

(ii) William Alwyn Light; No.4 of odd moments.

NB:     The above set pieces are available at the Kenya Institute ofEducation.

c)     TECHNICAL EXERCISES

All candidates presenting voice and recorder will be required to prepare and perform the
following technical exercises which may be transposed to keys convenient to the performer
as part of the examination:

Voice and Recorder (descant and treble)
(i)

To be sung to any vowel sound.

(ii)     EITHER

OR

To be sung to any vowel sound.

Piano

The candidate will be required to prepare and perform the following scales and arpeggios.

(i)     Scales: two octaves with both hands an octave apart in similar motion,
ascending and descending in the following keys:

Major Keys     C,G,D,A,F,B?E?A”
Minor Keys     A,E,D,G,F”,C

(ii) Arpeggios will be played in the keys given above but should be played
with hands separately and with both hands together.

(iii) Scales in contrary motion 2 octaves only on C major

(iv) Chromatic scale hands separately starting on C and 2 octaves.

Woodwind, Brass and Strings

The candidates will be required to prepare and perform the following scales and arpeggios as
part of the examination:
C,G,F,D3?E?A,A”
a,e,g,d,b,c,f

The scales should be played to the 9?”• ascending and descending two times. The first time
loud (f) second time soft (p).

Arpeggios     – For all the scales suggested above, these should be played to the
lO”‘ of the scale first time loud (f) second time soft (p).

Sequence     – This should be done in any key chosen by the candidate

Guitar

Scales and Arpeggios

The candidate will be required to prepare and perform the following scales and arpeggios as
part of the examination:

(i)     Scales

(ii) Arpeggios

(d)     SIGHT SINGING/READING

The candidate will be required to sing or play at sight an unprepared piece of music of the
standard of the set sample.

Sample exercises

Voice:

(i)

(ii)

Piano
(i)

(ii)

Con moto

Tempo lie valst

Handel

Scluihcrl

Woodwind Brass and Strings:

Each instrument has its own range ofnotes within which it can play
The sample below illustrates the average difficulty level.

Moderato

6.2.0     PAPER 511/2

This examination will be conducted in an examination room. It     pre-recordcd
cassette to be played on a cassette player. There will be five compatsory tests. Manuscript
paper will be provided for answering the tests. For each test, the examiner will give
instructions on the procedure.

TEST ONE: RHYTHM ON MONOTONE

The candidate will be required to demonstrate skill in recognition of note values, grouping
notes and time. Where the passage is anacrusic, this will be stated. The test will consist of
three parts each of which will be played four times. The three parts are as follows;

(a)     A repetitive rhythmic pattern of up to four bars will be played on a drum. The
cancUdate will be required to write the rhythm on monotone and insert the time
signature and bar lines. The pulse will be stated at the beginning.

(b)     A passage of 4 to 8 bars in simple time will be played on a melodic instrument. The
candidate will be required to write the rhythm on monotone and insert the time
signature and bar lines. The pulse will be stated at the beginning.

(c)     A passage of 4 to 8 bars in compound time will be played on a melodic instrument.
The candidate will be required to write the rhythm on monotone and insert the time
signature and bar lines. The pulse will be stated at the beginning.

TEST TWO; MELODY

The candidate will be required to demonstrate skill in note values, pitch, key and time
signature. The test will consist of two melodies, (a) and (b), each of which will be played four
times. The two melodies each of up to eight bars in simple or compound time will be played.
The clef, key and pulse will be stated at the beginning of each melody. The tonic chord and
the tonic will be sounded. Where a melody has an anacrusic beginning this will also be
stated. The candidate will be required to insert the key and time signature and then write each
melody. The two melodies will be as follows:

(a)     A melody in a major key
(b)     A melody in a minor key.

TEST THREE: INTERVALS
The candidate will be required to demonstrate skill in recognising an interval of two notes
played harmonically. Two intervals will be sounded. The candidate will be required to
describe each interval as major, minor or perfect. Each interval will be played twice.

TEST FOUR: CADENCES
The candidate will be required to demonstrate skill in recognising cadences as imperfect,
interrupted, plagal and perfect contained in a passage played harmonically in a major or minor
key. The passage will be played four times with a pause at each cadential point. The
candidate will be required to name the cadences in the order in which they occur. In each
passage four cadences will be tested.

TEST FIVE: MODULATION:

The candidate will be required to demonstrate skill in recognising and naming modulation to
closely related keys.

The test will be as follows:

Two melodies each of up to 16 bars will be played. Each melody will modulate to a closely
related key before returning to the tonic. Each melody will be played three times. The
candidate will be required to name the key to which each melody modulates before returning
to the tonic. For each melody the key note will be sounded at the beginning.

6.3.0     511/3 MUSIC (WRITTEN PAPER)

This paper shall consist of 7 compulsory questions distributed in 3 sections as shown below:

SECTION A: BASIC SKILLS

Q. 1. Melody
Q. 2. Harmony

SECTION B: HISTORY AND ANALYSIS

Q. 3.     African Music; Four structured questions
Q. 4.     Western Music: Four essay questions based on four composers out of which
candidates will answer two
Q. 5.     Prescribed African Music
Q. 6.     Prescribed Western Music

SECTION C: GENERAL MUSIC KNOWLEDGE

Q. Four structured questions on general music knowledge.
(ii)     SECTION A: BASIC SKILLS

(a) Melody Writing; This will test Either (a) completing a melody of up to 8
to 16 bars the beginning of which is given Or (b) Writing a melody to given
words. In each case the candidate will be required Jo demonstrate knowledge of
and skills in all or any of the following;-

¦     grouping of notes,
¦     note values and rests,
¦     sequence,
¦     modulation to closely related keys and back to the tonic,
(b)     Harmony
Harmony for unaccompanied voices (S.A.T.B) in either major or minor     key.
This will test the candidate’s knowledge, understanding and skills in
harmonic progression, cadences voice leading in S.A.T.B to a given
melody by using: Chords 1 11 IV and VI and their inversions in major     and
minor keys.

SECTION B: HISTORY AND ANALYSIS

(a)     African Music:
This will test the candidate’s knowledge of all or any of the following:-
Performances:- Organisation, role of the performer, preparation of
performance performing, leader, an ensemble of instruments, analysis of
African music.
Instruments;- Distribution, description and playing methods and performance.

The candidate will be required to answer all the 4 structured questions set.

(b)     Western Music:

This year 4 composers will be selected and questions set. Each of the
composers will represent a different historical period. Questions will test the
candidate’s knowledge of or any of the following:
¦     composers and their contributions,
¦     instrumental music,
¦     vocal music
¦     Form.

NB:     Candidates will be required to have studied the following composers:

(i) Renaissance: Tallis, Morley, William Byrd,
C. Moteverdi, Giovanni Palestrina,

(ii) Baroque:

(iii) Classical:

(iv) Romantic:

Rameau, J.S. Bach, A. Scarlatti, G. F. Handle,
Henry Purcell, Antonio Vivaldi.

Joseph Haydn, Gluck, C. P.E. Bach, W. A. Mozart,
Ludwig Van Beethoven.

F. Schubert, Chopin, Franz Liszt, Brahms,

Tchaikovsky, Dvorak, Elgar, Felix Mendelssohn,
Richard Wagner.

(v)     20     Century: Debussy, Sibelius, Vaughan Williams, Schoenberg,
Stravinsky, Prokofief, Copland, Benjamin Britten,
B, Batok.
(iv) PRESCRIBED AFRICAN MUSIC:

This will test the candidate’s knowledge of and skills in all or any of the following:
Instrumentation,
–     form,
rhythmic and melodic structure
phrasing
style

A recording of the prescribed African music will be made available for study
each year.

(v)     PRESCRIBED WESTERN MUSIC

This will test the candidate’s knowledge of and skills in all or any of the     following:-
form, orchestration, rhythmic structure, phrasing, modulation, cadences, transposition,
clefs, ornaments and terms and signs.

NB: –     A recording of the prescribed western music together with the score will be made
available for study each year.     Only one movement will be prescribed.     The school
is required to ensure that each candidate is provided with a clean unmarked score
for use in the examination. Supervisors are requested to ensure that the scores
have no additional marks or notes other than bar numbers and any other marks
made by the publishers.

SECTION C: GENERAL MUSICAL KNOWLEDGE

This will test the general knowledge of and skills in all or any of the following;-

¦     African;- instruments, folk songs, costumes, make up and folk dances.
¦     Western:- instruments, voice and ornaments
¦     Music in society
¦     Music Industry

There will be four structured questions and the candidate will be required to answer all of
them.

Grade 7 CBC Social Studies Complete Notes Free

SOCIALSTUDIES

a.CareerandentrepreneurialopportunitiesinSocialStudies

The main goal of teaching social studies is to teach students to becomegood citizens. We are living in a diverse society — one that requiresknowledge of social studies to succeed. With a social studies background,children become adults that can participate civilly in our democraticsociety.Socialstudiesconnectstudentswiththerealworld.

Specific topics within social studies that are studied in schoolcourseworkinclude:

  1. geography,
  2. anthropology,
  3. economics,
  4. history,
  5. sociology,
  6. politicalscience,and

Importanceofsocialstudies

 

 

 

                                                                                             

 

 

 

 

 

 

 

  1. BetterReadingAndLearning

Social studies is one area in education where content integration is key.Studentsaregivenreadingmaterialthatcorrespondswiththecurrent

 

learning topics. Giving reading materials in context helps students becomebetter readers. They also become better learners because they are asked touseanalysis,critical thinking,andwritingtoshowunderstanding.

  1. CitizenResponsibilitiesAndValues

How can we expect young people to contribute positively to society, engagein discourse, and thrive in a democratic society if they are not exposed tothetopicsand aspectsofhistoryandlifethatmadesocietythewayitis?

Studentsneedanunderstandingofhistory,politicalscience,culture,andallhumanities to be able to understand why it is important to be a goodcitizen.

  1. CulturalUnderstanding

Students should be exposed to cultures far beyond what they experiencepersonally every day. Not every student has the opportunity to interactwith other cultures on a daily basis. We need students to learn about,understand, and appreciate cultural differences if we expect them to havemeaningfulinteractionswith peopleofallbackgroundsinthefuture.

  1. EconomicEducation

Economics is a crucial part of social studies, whether studied on its own, oras a part of history, anthropology, or political science. By learningeconomics, young people understand how their financial decisions have animpactontheir future,aswellasthe futureofsociety.

  1. CriticalThinking

Critical thinking is a part of social studies — students are taught to evaluateothers’decisionsand makeconnections betweeninfluences and

circumstances. Young people get the opportunity to learn from others’mistakesthroughsocialsciences.

  1. Real-WorldUnderstanding

Studying social sciences gives students an understanding of the real worldaroundthem.Studentslearnaboutplaces,cultures,andeventsaroundthe

 

world,whatconspiredtomakethemthewaytheyare,andcanmakeinferencesabouthowtherestofthe worldworks.

 

 

  1. PoliticalSkills

From social studies classes, students learn about government, politicalideas, country economy and resources, and more. Students gain politicalskills by analyzing and evaluating existing systems and imaging the futureoftheplaceinwhichthey live.

  1. RespectHistory

History is what made the world the way it is, and it is essential that peoplestudy it in order to have an appreciation for and understanding of the waythe world works. Learning about history is what makes it possible to learnfromthepast andplanfor the future.

CareeropportunitiesrelatedtosocialstudiesSocialwork

Statistically,andprobablyunsurprisingly,themajorityofSocialStudiesgraduatesgoontoworkinthebroadfieldknownas“socialwork”.

Counselling

Another popular career option for Social Studies graduates is to completesomefurthereducationand come acounsellor.

Prisonservicesandprobation

As part of your Social Studies degree you’ll look at the legal system and askimportant questions aboutcrime andpunishment.

If you have a particular interest in this area then a career in the probationor prison service might appeal to you. Roles could be administrative or youcouldbeworkingindirectcontactwithoffendersandthoseonprobation.

 

Communitydevelopment

This is similar to jobs in social work but you’ll be dealing with thecommunityonalargerscaleratherthanon anindividualorfamilybasis.

Roles in community development have the overall goal of improving thelives of a larger group, sometimes within a specific geographical area orpeoplewhohave specific needs.

 

 

 

 

 

 

 

 

 

 

 

Some career opportunities that one would pursue from studying SocialStudies inKenya andglobally include

  • teaching,
  • surveying,
  • law,
  • archeology,
  • politicalscience,

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

EntrepreneurialopportunitiesforSocialstudiesinthesociety

Therefore, we can state with conviction that the social entrepreneurs(individuals, organizations, or groups) are innovative and proactive risk-takers who attempt to create a sustainable community, social, or industry-wide change to address endemic problems. These entrepreneurs identify,assess,andexploitopportunitiesinanattempttocreatesocialvalue.

Further, they use a wide range of market-driven resources (and otherresources)to createthistransformation.

  • Inthese markets, the profit margins are very low and the risks are high.Further, in certain sectors like microfinance, there is a constant debateas to whether a commercial operation can fulfil the needs of thepoorest client groups more effectively than modified NGO models. Inthisniche,some examples ofsocialentrepreneurshiporganizationsare micro-clinics in low-income zones, affordable irrigation tools topoorfarmers,etc.

 

  • New and challenging markets where the entrepreneur is required toincur heavy expenses to stimulate demand and create opportunities.This is due to the prevalent stigma and the challenges faced inacclimatizing people to newer and more complex technologies as wellas challenging perceptions about certain services which need to beprovided by the state. Some examples are offering counselling servicesto people living with HIV/AIDS or other socially marginalized groups,microinsuranceproductsforfarmers, etc.
  • Markets for products which offer environmental benefits but are notfully commercially competitive. Many environment-friendly businesslines are completely commercially viable. However, there are manyotherswhicharesuitable for hybridsocialentrepreneurship.

StrategiesforaddressingGenderstereotypeassociatedwithcareerchoicesandEntrepreneurialopportunities

A gender stereotype is a generalized view or preconception aboutattributes, or characteristics that are or ought to be possessed by womenand men or the roles that are or should be performed by men and women.Gender stereotypes can be both positive and negative for example, “womenarenurturing”or“womenare weak”.

Gender stereotyping is the practice of ascribing to an individual woman orman specific attributes, characteristics, or roles by reason only of her or hismembershipin the socialgroup ofwomen or men.

  • revisingtextbooks;
  • ensuringthatteachersreceivegendertraining;
  • implementing programmes to encourage girls to pursue education andemploymentin non-traditionalfields;
  • undertaking public information and education programmes to changeattitudesconcerningtherolesandstatusofmenandwomen;
  • taking measures to train public officials and the judiciary to ensure thatstereotypicalprejudicesandvaluesdo notaffectdecision-making;

 

  • emphasizing through awareness raising activities the importance ofwomen’sparticipation indecisionmakingroles;
  • adopting measures, including temporary special measures, to eliminateoccupationalsegregationbasedon genderstereotypes;
  • adopting positive measures to expose and modify harmful gendersstereotypeswithinthehealth sector;
  • addressing gender stereotypes/ing that impairs or nullify equality inmarriage and family relations, including through implementingcomprehensivepolicy

and awareness raising initiatives designed to overcome stereotypicalattitudes about the roles and responsibilities of women and men in familyandsociety

RolesofSSTforpromotionofSocialcohesion

  • Promotionof equalityfor everyoneinthesociety
  • Enhancingjusticeforeveryoneinthesociety
  • Respectforoneself,andothersintheiropinionsandchoices
  • Promotingunityofthesocietyregardlessofthedifferences
  • Introducingactivitiesthatpromotesocialcohesion

 

NATURALANDBUILTENVIRONMENTS

a.MapsandMap work

A map is a representation of the whole or part of the earth’s surface drawntoscale.

  • Showsoutlineofobjectsontheground
  • Drawnas ifthedrawerwasabovetheground
  • Itshowsdetails
  • Most of the features are indicated by symbols.Position,shape and SizeofAfrica

 

 

 

 

 

 

Size: Africa is the world’s second-largest and second-most populouscontinent, after Asia in both cases. At about 30.3 million km2 (11.7 millionsquare miles) including adjacent islands, it covers 6% of Earth’s totalsurface area and 20% of its land area. [7] With 1.4 billion people as of 2021,it accounts for about 18% of the world’s human population. Africa’spopulationistheyoungest amongstallthe continent

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

11 |Page                                       “R e-InventingCBC  for  possible  solutions”

 

UsinglatitudesandLongitudestolocateplacesandfeaturesonamap

LatitudeisameasurementonaglobeormapoflocationnorthorsouthoftheEquator.

LatitudesareimaginarylinesthatrunsfromEasttoWestonamap.Thelatitudeofa place is the angular distance from the equator to that place. The latitude whichdivides the globe into two equal parts is called the Equator or Latitude 0°. Majorlatitudes are:

 

  1. Tropicofcancer-23.5°North
  2. TropicofCapricorn-23.5°South
  3. Equator-0°
  4. Articcircle-66.5°North
  5. Antarcticcircle-66.5°South

 

CALCULATINGSTRAGHTLINEDISTANCESUSINGLATTITUDE

Latitudesareusedtolocateplacesontheearthsurface.Theyarealsoimportantincalculating straight line distances or longitudinal straight line distance betweenplaces.Inorderto calculatethe distanceBetweentwoplaces.

 

  1. Multiplythedistancethroughonedegreeoflatitudebythenumberoflatitudesbetween the two places.

 

Example:FindthelongitudinalstraightlinedistancebetweenplaceA45°NandplaceB 11°N.

Solution

-Distancecoveredthroughonedegreeoflatitude=111km.

-NumberoflatitudesbetweenplaceAandplaceB=45°-11°=34°

-Longitudinalstraightlinedistance=111km*34°=3774km

Longitude Longitudes areimaginarylines that runfrom North to Southon a map. The longitude of a place is the angular distance of that placemeasured in degrees. This distance is measured from the centre of theearthtotheEastorWestoftheGreenwichmeridiancalledlongitude0°.LongitudesarealsocalledMeridians.TheymeetattheNorthandSouthpoles.Thereare360°oflongitudewhichisequalto360°ofa

circle.Majorlongitudeare;

 

  1. Longitude0°-GreenwichMeridian
  2. Longitude180°EastorWest-Internationaldateline

 

CHARACTERISTICSOFLONGITUDES

 

  • Theyrunfrom NorthtoSouth.
  • Theyaremeasuredindegrees,EastorWest ofthe Greenwichmeridian.
  • Lowest longitude is longitude 0° and the highest longitude is longitude180

 

HOWTOCALCULATELOCALTIMEFROMLONGITUDES

Step1:Findoutthedifferenceinlongitudesbetweentwoplacesgiven.

Step2:Convertorchangethedifferenceinlongitudetotime,ifthedifferenceindegreesis morethan15°,multiplyit by4 minutes.

Step3:Adjustthetimeaccordingtothepositionofthelongitudeifitiseast,weaddbutif it is west,wesubtracttime.

Example1:WhatisthelocaltimeatMadresinIndiaonlongitude80°E,iflocaltimeinYokadoumain Cameroon on longitude15°E is 4p.m.?

SolutionStep1:Longitudesdifference=80°-15°=65°

Step2:Convertlongitudedifferencetotime:65°*4mins=260mins=4hrs20minsStep3:Add orsubtracttime

4hrs20mins + 4pm = 8:20pmBecauselongitude80°EisintheEast.

Example2:WhatisthelocaltimeinBaghdad45°E,35°NwhenitisnooninBombay75°E,18°N.

Solution

1)75°-45°= 30°

2)30°/15°=2hrsor(30°*4mins)/60mins=2hrs

  • 12noon -2hrs=10am

Exercises

 

  1. If the time in Accra (Ghana) on longitude 0° is 12noon. What will be the localtimein Philadelphia(U.S.A)onlongitude70°W.?
  2. WhatisthelocaltimeofYaoundé15°Eand5°N,whenG.M.Tis8:00am?

 

ThelongitudedifferenceforatownintheEastand anotherinthewestisobtainedby addingthe longitudes.

DIFFERENCESBETWEENLONGITUDESANDLATTITUDES

LATITUDES LONGITUDES
TheyrunfromEtoW TheyrunfromNtoS
Theyareparallellines Theymetatthepoles
Theyare complete circles Theyaresemi-circles

 

Length of latitudes vary with the equatordistance Longitudeshaveequallength
Equaldistancesof111km Distancedecreasestowardsthepoles
Onlytheequatoris agreatcircle Alllongitudesaregreatcircles
Rangesfrom0°to 90° Rangesfrom0°to 180°

LOCATIONOFPLACESUSINGLONGITUDESANDLATTITUDES

Longitudes and latitudes are used to locate places on a map. TheGreenwich meridian is the starting point for al longitude readings. Linesto the East of Greenwich meridian are measured in degrees and readingsare followed by letter E, example: 35°E and vice-versa. All latitudes abovethe equator are measured in degrees north of the Equator and readingsare followed by letter N. example: 15°N. Readings measured to the southof the equator are followed by letter S. example: 15°S. To be moreaccurate,weusedegreesandminutes     .

1 degree is equal to 60 minutes.Forexample;

-Cameroonislocatedonlatitude5°00’Nandlongitude12°30’E,

-Yaoundé-3°51’Nand11°31’E,

-Bertoua-4°34’Nand13°42’E,

-Douala -4°05’Nand9°45’E.

Picture,planandMap

– A map is a representation of the whole or part of the earth’s surface drawn toscale.

Picture:

  • Itisanimage ofarealobject.
  • Givesdetails intheirvisible shapesandsizes
  • Canbeinformoffreehand,drawing,paintingoraphotograph
  • Notdrawntoscale

 

Plan:

  • Outlineofsomething drawntoscale.
  • Alsodrawnasifapersonwasdirectlyabovetheground
  • Itrepresents averysmallplace
  • g.houseplan
  • Givesspecificinformation

TypesofMapsusedinSocialStudies

Classifiedaccordingtothepurposeforwhicheachmapis drawn.

TopographicalMaps:Thisshowsselectednaturalphysicalfeaturesonasmallportionofacountry.

Atlasmaps:thisisacollectionofmapsinonevolume.

Sketchmaps:mapswhichareroughlydrawn.Agoodsketchmapshouldhavethe followingcharacteristics:

  • Neatandclear
  • Title
  • Frame
  • Key
  • Compassdirection

UsesofMaps

  1. Give information on distribution of geographical phenomena e.g.vegetationon theearth’s surface.
  2. Usedtocalculatedistance ofacertainplace.

 

EarthandSolarSystem

SOLARSYSTEM

Thesolarsystemismadeupofthesunandthe8planets.Itisalsocalledaplanetary system. These planets include; Mercury, Venus, Earth, Mars,Jupiter,Saturn,Uranus, Neptune.

Recent discoveries prove that Pluto is now a dwarf planet. These planetsrevolve around the sun in a path called Elliptical orbit. The sun is at thecenter of the solar system. It is made up of burning gases and has atemperature of about 6000°C. Some planets have smaller heavenly bodiesthat move around them called satellites. The smallest planet is Mercury. Itisthehottestandnearestplanettothesun.Marswhichisthefourthplanethas2satellites.Jupiteristhelargestplanetandhas13satellites.

The Earth is the third planet from the sun and the only planet where lifeexists. It has one natural satellite called the moon. The moon takes 29 daysto go round the earth. The Earth rotates on its axis and revolves on its orbit.Stars are heavenly bodies that produce their own light. The solar systemand a collection of otherstarsform thegalaxy.Thegalaxyin which oursolarsystem isfoundiscalledthe Milky Way.

THESIDEOFTHEEARTH

The total area of the earth is about 510,100,779 km². The distancemeasured round the edge of the equator is about 40,085km. It is called theEquatorial circumference. The polar circumference is 39,995km. TheEquatorial diameter is the straight line distance that crosses the earththrough the equator. It is about 12,762km. The polar diameter is about12,722km.

 

EVIDENCETOSHOWTHATTHEEARTHISSPHERICALINSHAPE

Therearemanyevidencestoshowthattheearthissphericalinshape.Theseare:

  • SunriseandSunset

TheearthrotatesfromWesttoEast.PlacesintheEastthereforereceivesunlightbeforeplacesintheWest.Allplacesontheearthwouldnotreceivesunlightatthesametimeiftheearthwasflat.

SunrisesandSunsetatdifferenttimesoncurvedsurface.

  • Ship’sVisibility

whenashipisobservedatadistancefromthesea,onewillfirstseethesmoke,andlaterthefunnelbeforetheentireship.Thisshowsthattheseasurfaceiscurved.Iftheearthwasflat,thewholeshipcouldbeseenatonce.

  • EclipseoftheMoon

whentheearthcomesbetweenthesunandthemoon,theearth’sshadowthat falls on the moon is a dark circle. If the earth was flat, its shadow wouldbecircular.

  • TravellingroundtheWorld

When somebody travels from a particular point A to the same direction, theperson will come back to the same point. If the earth was flat, this could notbepossible.

  • AerialPhotograph

Photographs takenfromrockets,show thatthe earth is sphericalin shape.

  • ProvesfromotherHeavenly Bodies

Other heavenly bodies like the sun, the stars, and the planets are spherical inshape.Theseshowthattheearthisalsospherical.

Originoftheearth

TheoriesexplainingtheoriginoftheEarth

  1. The Passingstar theory

A star with a greater gravitational pull than the sun passed by the sun. Itdrewoffa streamofgaseous material fromthesun.

 

The material split, cooled and condenses to form planets set in orbit aroundthesun.

Somesmallermaterialsformedthemoonandotherheavenlybodies.

  1. Nebulacloudtheory

The nebular theory is an explanation for the formation of solar systems.The word “nebula” is Latin for “cloud,” and according to the explanation,stars are born from clouds of interstellar gas and dust. The transitionfrom an undifferentiated cloud to a star system complete with planetsandmoons takes about100millionyears.

All planets revolve around the sun in the same direction. This would bepossible if they all formed from a cloud of debris around a star (protosun)

The model of the sun is mainly made of hydrogen. The composition ofsun can be measured using helioseismology which agrees with thetheory that star is formed as a giant ball of hydrogen generating heat bynuclearfusioninthecore.

EffectsofRotationandRevolutionoftheearthinthesolarsystem

ROTATIONOFTHEEARTH

Rotation of the earth is the spinning of the earth on its axis from W to E.The earth moves in a clockwise direction once every 24hs. That is ittakes one full day for the earth to turn from the International Date Lineand back to it. The earth rotates once through 360° in 24 hours, 180° in12hours, 15° in1hourand1°in4 minutes.

EffectsoftheEarth’sRotation

  • Rotationoftheearthcauses
  • Dayandnight
  • Deflectionofwindsandoceancurrents
  • Therisingandfallingoftides
  • Differenceintime
  • DayandNight

As the earth rotates from W to E, places in the east experiences daylightbefore places in the west. This is because places in the east are undersunlight, while places in the west are away from the sun when rotationstarts.

 

DeflectionofWindandOceanTides

Rotation of the earth causes winds and ocean currents to be deflected.They are deflected to the right in the Northern Hemisphere and to theleftintheSouthernHemisphere.

The Risingand Falling ofTides

Tide is the rising and falling of sea level during the day. It is caused bythe earth’s rotation. During rotation, the sun and the moon attract someparts of the earth due to gravitational force. Where the force of gravity ismuch, the ocean bulges along the coast causing high tides. Where theforceofgravity isless lowtidesareproduced.

DifferencesinTime

The earth takes 24 hours to complete a rotation of 360°, and 1 hour toturn 15°. Longitudes which are 15° apart will therefore take 1 hourdifference in time. The time in the east is always ahead of the time in thewest. This is because, places in the east experience sunlight before thoseinthewest.

Example; during the 2014 world cup competition in Brazil footballmatches were been played there during the day, but they were watchedatthe sametime,onCameroontelevisionintheevening.

REVOLUTIONOFTHEEARTH

Theeffectsofrevolutionincludeare;

VaryingLengthsofDayand Night

Duetotheinclinationoftheearth’saxis,therearechangesinthelengthofdays andnightstimeduringtheyear.

On the 21st of June the sun is directly on the tropic of cancer in the NorthPole at midday. During this period, the length of day light increases aslatitude increases. In the south, length of day decreases because the sundoesnorisethere. Thisperiod is calledsummersolstice.

 

On March 21st and September 23rd at noon, the sun is directly on theequator. During this time, the earth has equal hours of daylight and equalhoursofdarkness.ThisperiodiscalledEquinox(equaldaysandnights.)

On the 22nd of December, the sun is directly on the tropic of Capricorn.This is called winter solstice. During this period, the length of day light inthe southern hemisphere increases as latitude increases. In the Northernhemispherethereisdarkness.

ChangingAltitudeoftheMiddaySun

As a result of the earth’s inclination, there are changes in the altitude ofthe midday sun on the 21st of June at midday; the sun is directly on thetropicof cancer in theNorth Pole.

Onthe23rdofSeptember,thesunisonthe equatoratmidday.

On the 22nd of December, the sun is on the tropic of Capricorn atmidday.

 

 

ChangesinSeason

Changes in the length of day and night time and the altitude of themidday sun cause a rise and fall in temperature during the year. Theperiodoftheyear,whentemperaturerisesiscalledsummerwhiletheperiodwhentemperature fallsis calledwinter.

In summer, temperature increases the weather is bright and days arelongerthannights.Fromthe23rdofJunetothe23rdofSeptember,itissummer in the Northern hemisphere. In Cameroon, it is the warm rainyseason.The northis directlyunderthesun.

Inwinter,fromthe22ndDecemberto21stMarchtemperaturefallsandplaces are colder. During this time, nights are longer than days and lessheatarereceived. InCameroon, itisthecold dry season.

From the 23rd of September to the 23rd of December, it is autumn in theNorthernhemisphere.

 

 

Spring season begins from the 21st of March to 21st June in the Southernhemisphere.During thisperiod,nightsanddays areequal.

DAWNANDTWILIGHT

 

Dawnisabriefperiodbetweensunriseandfullday.

Twilightistheperiodbetweensunsetandcompletedarkness.

Internalstructureof theearthinthesolarsystem

 

 

 

 

 

 

 

 

 

 

 

 

The earth’s structure is made up of several layers. These layers consistof;

The earth’s crust or lithosphere,The mantle or the mesosphere andThecoreor thebryosphere.

THEMAINLAYERSOFTHEEARTH

TheEarth’sCrust(Lithosphere)

This is the outermost layer of the earth made up of solid hard rocks. Itsthickness varies from 6km to 40km. It is divided into two layers. Theselayersare;

Sial (Continental crust)Sima (Oceanic crust)Sial

Asialisthecontinentalcrustthatmovesupthecontinents.Itismadeupof igneous, sedimentary and metamorphic rocks with minerals such assilicaand aluminum.It islighterwithanaveragedensity of1.7.

 

Sima

This is the oceanic crust that makes up the ocean floor. It is heavier withanaveragedensityof3.0.Ithasmainlybasalticrockswithmineralssuchas silica and magnesium. The lighter continental crust seems to befloatingon thedenseroceaniccrust.

TheMantle(Mesosphere)

The mantle is also called the mesosphere. It is much thicker and is about2900km thick. It contains very dense rocks rich in magnesium and iron(Fe). The rocks are in a molten state and a temperature of about 5000°C.Thisis the layer wheremagmais formed.

TheCore(Bryosphere)

The core is the center of the earth and the hottest zone. It is about6700kmthick.Thislayerisbelowthemantle.ItisalsorichinironandNickel(Ni).The coreissubdivided intwoparts.

  • Theoutercore,

The outer core is in the molten state and the inner core is in the solidstate and consist mainly iron (Fe). These layers are separated from eachotherby boundaries called discontinuities.

d.  Weather

Elementsofweather

 

 

 

 

 

 

 

 

 

Theyinclude:

  • Temperature
  • Air(Atmospheric)Pressure

 

  • Wind(Speed&Direction)
  • Humidity
  • Precipitation
  • Visibility
  • Clouds(Type &Cover)
  • SunshineDuration

Factorsconsidered whensitingaweatherstation

  1. Theareashouldbeawayfrombuilding/trees/tallobjects
  2. Thegroundshouldbefreefromflooding
  3. Theareashouldhave awideview/openspace
  4. Theareashould be secure
  5. Thegroundshouldbegentlysloping

Weather and climate are very important to man and his environment,the most important benefit of weather and climate is that they bringrain, snow and other forms of precipitation. This precipitation or rain iswhat sustains all living things on the earth surface (humans, plant,animal, and other microorganisms). Without a constant supply of wateron the earth, it would be difficult to predict what sorts of crops could becultivated in a given region. If a change in climate were to alter theweathersothatitproducedtoolittleortoomuchwater,itwillstillhaveamajorimpactonagricultureand livestock.

Weatherandclimateaffectthedistributionsofplantsandanimalsacross various biomes of the world. For instance, the tundra biome (theAntarctica tundra) is characterized by a cold and dry climate, it supportsvery little species of plants and animals, while the marine biome iscolderat the pole,but warmerattheequator-itsupportsvariousspecies of plants and animals. However, both biomes are constantlysharpenedby thechangesin atmospheric conditions.

The natural ecosystem is constantly influenced by the activities ofweather and climate, hence, places with extreme dry climate (desertenvironments) are the best locations for mining of minerals and metalsthat are used for many production industries such as electronics. On theother hand, the rain forest environment, which receives much rainfall, isa home to various plant species in which some are known for theirpharmaceuticalbenefits.

The study of weather and climate is obviously important to man as ithelps one to determine future climatic changes in some specific parts oftheworld.

 

Weather and climate are very important aspects of mans naturalenvironment;theycreateawarenessastowhatmighthappenondailyor yearly basis. Such awareness helps us to prepare ahead of theupcomingdisastersthatmayoccurinthefutureandalsotofindpossibleways to adapt to such situations. Such phenomena are, for example hail,heavyrainfall,sleet, ice, etc.

Weather forecast are also important as they warn us about the dangersof some natural occurrences or disaster that may occur in our naturalenvironment in the future, such disasters include fire risk, hurricane,snows,hail,thunderstorm,tornadoes, etc.

Weather and climate directly or indirectly affect many of our activities;the weather specifically helps us to decide on the type of crops tocultivate, the cloth to wear, and the kind of food to eat, lastly, itdetermineswhere and thenatureof houseswelive in.

Constructingweatherinstruments

Learners to construct the following instruments in reference to theirlearner’sbook:Materialsshouldbesourced locally.

  • Raingauge
  • Windvane
  • WindsockHISTORICALINFORMATION

SourcesofHistoricalInformation

Historicalsourcesofinformationareclassifiedintothreecategories:

  1. Written–theyinclude:
    • Books
    • Archives
    • Journals
    • Novels
    • Paintings
    • Magazines
    • Diaries
    • Constitutions
    • Periodicals
  2. Unwritten-theyInclude

 

  • Oraltradition-thisisthepassingofinformationfromonegenerationtotheotherbyword ofmouth.
  • Archaeology–isthestudyofhumanremainsandartefacts.
  • Anthropology-itisthestudyofman’spastculture,beliefsandeconomicactivities
  • Linguistic–isthelanguageanditsvariationsacrossmany
  • Genetics-Geneticsisthestudyofheredityingeneralandofgenesinparticular.
  • Paleontology-scientificstudyoflifeofthegeologicpastthatinvolves the analysis of plant and animal fossils, includingthoseofmicroscopicsize, preservedinrocks.
  • ElectronicSources
    • Microfilms
    • Films
    • Videos
    • Radio
    • Television
    • Computerdatabases

DifferencebetweenPrimaryandSecondarysourcesofHistoricalinformation

Aprimarysourceisanoriginaldocumentcontainingafirsthandaccountoftheeventbeingstudied,createdatorabout thetimethe eventoccurred.

Forexample:

  • Letters
  • Journals/Diaries
  • Maps
  • GovernmentDocuments/Statistics
  • PhotographsorFilm
  • Autobiographies
  • NewsAccounts

A secondary source is a secondhand account, or a history of the event thatwas created at some point after the event occurred, or a source created bypartieswhowerenotpersonallyinvolvedintheevent.

Forexample:

  • Textbooks

 

  • Retrospectivemagazinearticles
  • Scholarlyjournalarticles
  • Researchbooksontopic
  • Websites

WaysofpreservingsourcesofHistoricalinformation

Preservationinvolvesmaintaininganobjectorinformationinaformatthatensuresthecontinueduseandaccessibilityoftheinformationprovided.

It includes developing criteria for selecting materials that have cultural orhistorical importance and assessing their preservation needs; halting thedeterioration of materials by providing a stable environment and propersuppliesandequipmentforstorage;developingandimplementingpoliciesfor the safe use of materials; and providing the resources necessary toengage in an on-going preservation program committed to the continuedexistenceof valued materials.

Preservation also includes preparing for potential disasters such as floods,fires,tornadoes, andearthquakes.

Waysinclude:

  • The use of paper that is acid-free serves as a long-term solution forpreservinginformation.
  • In addition to environmental controls, papers containing valuableinformation should not be subjected to direct sunlight, ultraviolet rays, orfluorescentlight,allofwhichcanweakenpaper andfadewriting.
  • Also, paper should not be handled while eating or drinking, as food and drinknear books can attract insects and rodents that may damage the paper. Aswith all types of media that contain valuable information, paper should notbe stored in attics, basements, or places where mold and mildew maydevelopor alreadybepresent.
  • Books should be stored on metal shelves or sealed wooden shelves andshouldbeshelvedupright.
  • Photos should be stored in an environment that does not have hightemperature and high humidity or excessive fluctuations in temperature andhumidity.
  • Donotscratchofdamagesurfacesofcomputer disks.
  • Spread Awareness: The most important way to preserve sources of history isto spread awareness about the historic importance of the architecture andscriptures etc. By this method people may be able to volunteer in thepreservation.

 

  • Conduct Research: Research of historical resources would not only helpdiscovernewsourcesbut alsopreserveolderones.
  • Establish Museums: Museums can preserve and portray the historicalresources.
  • Conduct Workshops: Workshops can be held among people on how toconductresearch andleadpreservation projects.
  • InfluenceGovernment:Governmentcanfundpreservationprojects.

Influencingthemisveryimportant.

  • Establish Preservation Department: A government of the country mustestablish a governmental depart that takes care of the preservation ofhistoricalsources.Itmustfundprojects andlead themtoo.
  • Donate in the Field: People who give importance to history and know itssignificancemustdonatefor the preservationprojectsetc.
  • Initiate Event: Events related to preservation must be conducted in order tomotivatepeople to workfor the preservation.
  • Encourage Students: Students of history and architecture should visit thesesitesinordertoincreasetheirinterestinpreservationofthesitesetc.

ImportanceofsourcesofHistoricalInformation

Theyinclude:

  • Theyhelpinfutureresearchondifferentcultures
  • Theycanhelpinpredictingthefuture
  • Theyhelpusunderstandourpast
  • e.politics
  • Thehelpinunderstandhowcommunities,racesinteract.

 

 

 

 

 

 

 

 

 

 

 

 

PEOPLEANDPOPULATION

  1. HumanOrigin

 

Traditionalstoriesofhumanorigin

Origins ofHumanBeings

A number of theories have been put forward to explain the origin of humanbeings

  • Themythical/traditionaltheory

Among African communities, there are myths about their origin all ofthem pointing to the fact that the first man was created by God. Someexamplesinclude;

  • Among the Agikuyu, their God (Ngai) created the first man, Gikuyu. Hethe provided him with a wife, Mumbi. He gave him land at MugurwewaGathanga.
  • One of the myths among the Nandi state that the first two people, maleand female came from the knees of a giant man, when the knees beganswelling and later burs for the two to come out from each of the eitherknees.

ReligiousstoriesabouttheoriginofHumanKind

TheCreationtheory

The Jews, Christians and Muslims recognize the creation story as narratedinthefirst book ofBibleandin Qur’an.

ItsaysthatthewholeuniversewascreatedbyGod.

That God also created man, woman and all living things and all non-livingcreatures.

Man was created in God’s own image and woman created to provide manwithcompanionship.

Factorsprovingthatafricaisthecradleofmankind

  • SeveralarcheologicalsiteshavebeenfoundinAfrica
  • Presence of savannah grassland where man could hunt and gatherfood
  • Warmtropicalclimate,idealforearlyman’sexistence
  • Africaiscentrallylocatedgeographically,makingitpossibleforearlymantomigratetootherregionsasthecontinentswere drifting

 

Waysofrecording traditional storiesabouttheoriginof human kind inthesociety

  • Throughmemory
  • Throughcomputers
  • Writteninbooks
  • Throughvideos
  • Throughsongs
  • Throughdrawings
  1. EarlyCivilization

State,Kingdomand empire

 

Empire                                                                                     Kingdom

 

 

An empire is a sovereign state consisting of severalcountriesorpeoplessubjecttowardstheauthorityofasingleperson oftenan emperoror empress.

A kingdom consists of land from thesame region or area head under thenominalrule of kingor queen.

 

 

 

Anempireisalwaysruledbyasingularauthority,inthiscase,being theemperor/empress

A kingdom can have more than oneruler at a time. In the event it has twokings it is known as a diarchy and akingdomruledbymanykings isknownas anoligarchy

 

 

 

An empire grows larger by expanding and absorbingindividualstatesandnations.Forbetteradministration,a representative of the emperor, who acts as thegovernor of the region will carry out day-to-dayadministrativefunctions.

A kingdom will transition into an empirewhen it absorbs other city-states throughconquest until it grows more than itsoriginalsize.

 

 

 

Usually, an emperor or empress is the absoluteauthoritywhomakescriticaldecisionsregardingtheempire, but in certain setups, the voice of powerfularistocratsare alsoheeded.

A king or queen is the absoluteauthority, but in the case of aconstitutional monarchy, its authoritymay be limited by a parliament or anyotherruling bodyof ministers.

 

State:apoliticalorganizationofsociety,orthebodypolitic,or,morenarrowly,the institutionsofgovernment.

 

 

 

 

Ancientkingdomsinclude

 

  • Egypt
  • GreatZimbabwe
  • KingdomofKongo
  • AncientEgypt

Ancient Egypt can be thought of as an oasis in the desert of northeasternAfrica, dependent on the annual inundation of the Nile River to support itsagricultural population. The country’s chief wealth came from the fertilefloodplain of the Nile valley, where the river flows between bands oflimestone hills, and the Nile delta, in which it fans into several branchesnorth of present-day Cairo. Between the floodplain and the hills is avariable band of low desert that supported a certain amount of game. TheNilewasEgypt’ssole transportationartery.

Ancient Egypt has come to be regarded as man’s first civilization. Thishistory of ancient Egypt began some 10. 000B.C. when North AfricaexperiencedadrierclimatewhichcorrespondedwiththeendofthelastIceAge in the world. In about 7000B.C some hunters entered the valley of theRiver Nile in search of animals for food and also fish for food. Later, thesehunters settled in large numbers and started an agricultural revolution. Astowns grew, the people became more organized. The leaders of the firstEgyptian settlements were said to have religious powers with which theycould control the floods of the River Nile and also rainfall. Because of this,the priests were influential people in Ancient Egypt and with their help, thefirstEgyptiankingdomwasestablishedin about3500B.C.

 

 

From that date till 332B. C. thirty (30) dynasties reigned and ruled inAncient Egypt. The manifestation of Ancient Egyptian civilization underthese rulers (pharaohs) of the various dynasties is the main subject of thischapter, But before delving into the various aspects of organization inAncient Egypt, it is necessary to know the factors that favoured the rise andgrowthofAncientEgyptand itscivilization.

FactorsthatledtotheRiseofAncientEgypt

  1. TheexistenceofRiverNile-theseservedtohelpinthefollowingfunctions:
    • It served to protect against predators and attack from otherkingdoms
    • Itprovidedameanoftransportforthepeople

 

  • Basinirrigationwasmajorlyusedtowaterfarms.
  • Ithadalsofishwhichusedasfoodaswellsoldforeconomicgain
  • the Nile helped to unite people on the east and west banks,making trade and exchanges between the villages, towns andcitiespossible.
  • the Nile River had a religious significance and even had a god of itsown,calledOsiris.
  1. Egypt’s geographical position at the center of the Middle East hasItwasconsideredachannelofknowledge

betweenEuropeandafricaaswellMesopotamia.

  • In technology, medicine, and mathematics, ancient Egyptachieved a relatively high standard of productivity andsophistication.

They were the first to introduce mummification, medicine,agriculture,fermentation,engineeringandarchitecture.Theancient Egyptians were pioneers in astronomy: their expertiseplayedanimportantroleindeterminingtheannualfloodingoftheNile,andaligningthepyramidstowardsthepolestar.

  1. Goodleaders:AncientEgyptwasalsofortunatetohaveveryableand wise leaders, especially during the years of the firstdynasties.
  2. Theinfluenceofothercivilizations:FollowingthecreationofthestateofAncientEgypt,contactsweremadewith other

civilizations as time passed. Some of these contacts helped togreatlyenrichthecivilizationofEgypt.Forexample,the

Ancient Egyptians learned to fight war on horseback from theHyksos,peoplefromAsiawhoconqueredEgypt in1730B.c.

Ancient Egypt also learned much from the Sumerians, TheHebrews and Babylonians from Asia. They also borrowed fromthe Greek and Roman civilizations from Europe. These peoplesalsoborrowedmuchfromAncientEgypt’scivilization.

  1. Religion:TheworshipofgodslikethoseoftheNile,thesunandmanyothershelpedtobringthepeopleofAncientEgypt

together.ThisunitywasveryhelpfultotheconstructionofEgypt’srichcivilization.

 

  • Existenceoffertilelandsthatledtoriseofproductivity
  • Existenceofabiggerpopulationthatprovidedlabourtothefarms aswellasmarket for goods.
  1. The existence of good transport network that ensure delivery ofcropproduce.
  2. The knowledge of weather and climatic conditions also ensuredtheirsuccess in agriculture.
  3. Introduction and adoption of iron technology in Africa by1000AD, which enabled the Egyptians to make and use irontoolslikeploughs,whichmadefarmingmoreefficient.
  • Availability of food crops that had already become indigenoustoEgypt,e.g.wheatandbarley.
  • Availability of many tamable animals in Egypt e.g. goats andsheep

GreatZimbabwe

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  • Great Zimbabwe is the name for the stone remains of a medieval cityinsoutheasternAfrica.
  • It is composed of three parts, including the Great Enclosure (shownhere). It is believed to have been a royal residence or a symbolic grainstoragefacility.
  • Great Zimbabwe is the name of the stone ruins of an ancient city nearmodern day Masvingo, Zimbabwe. People lived in Great Zimbabwebeginningaround1100C.E.butabandoneditinthe 15thcentury.

 

  • The city was the capital of the Kingdom of Zimbabwe, which was aShona (Bantu) trading empire. Zimbabwe means “stone houses” inShona.
  • Great Zimbabwe was part of a large and wealthy global tradingnetwork

FactorsleadingtotheriseoftheGreatZimbabweEmpire

  • The decline of Mapungubwe from around 1300, due to climaticchange.Thiswasaneighboringkingdom.
  • The greater availability of gold in the hinterland of Great Zimbabwe.Duetoitsmarketability,itattractedmanytraders.
  • The existence of trading activities e.g. Cattle, gold, copper coins withasfarasChina.

 

 

 

 

 

 

 

 

 

 

 

 

 

KingdomKongo

  • Kongo, former kingdom in west-central Africa, located south of theCongo River (present-day Angola and Democratic Republic of theCongo).

 

 

 

  • Accordingtotraditionalaccounts,thekingdomwasfoundedbyLukeniluaNimiabout 1390. Originally, it was probably a loose federation ofsmall polities, but, as the kingdom expanded, conquered territorieswereintegrated asaroyal patrimony.
  • SoyoandMbatawerethetwomostpowerfulprovincesoftheoriginalfederation; other provinces included Nsundi, Mpangu, Mbamba, andMpemba.
  • The capital of the kingdom was The capital and itssurrounding area were densely settled—more so than other towns inandnearthekingdom.Thisallowedthemanikongo(kingofKongo)tokeep close at hand the manpower and supplies necessary to wieldimpressivepowerand centralizethe state.

 

 

 

 

 

 

 

 

 

 

 

 

FactorsleadingtotheriseofKingdom ofKongo

  • It is generally acknowledged that alliances and military conquestcontributed to the rise of the Kingdom of Kongo. Alliances betweentribesweresolidifiedthroughintermarriage,mutualagreements,andcooperationunderonecentralizedmonarchor “nkani”.
  • The kingdom of Kongo prospered in trade – this was in Ivory, copper,salt,cattle hides andslaves.
  • Existence of a working population – the kingdom produced its owngoodsviaspecialisedgroupsofcraftworkerssuchasweavers(whoproduced the famous raffia fabrics of Kongo), potters, andmetalworkers.
  • Theexistenceofshellcurrency-thespiralnzimbushellswhichoriginally came from Luanda, an offshore island located some 240 kmaway.Initiallyusedasameansofstoringwealthandasastandard

 

measureofthevalueofothergoods,theshellscametobeusedlikecoinstopayfor goods andlabour.

  • The existenceofa highly centralizedrulebyasinglemonarchornkaniwho appointed regional governors throughout his territory. Thesegovernors,inturn,appointedlocalofficialsandcollectedtributesuchas ivory, millet, palm wine, and leopard and lion skins from localchiefs, which were passed on to the king at MbanzaKongo. Tributeswere paid at lavish annual ceremonies which involved much feastingand beer-drinking. In return for their offerings, chiefs and officialsreceived the king’s favour, military protection, and some materialrewardssuchasfood delicacies andclothing.
  • TheexistenceofCongoriver-thisprovidedameansoftransportaswellaswater foragriculture amongother things.
  • Theexistenceofrichmineral–mineralslikecopperwhichwere

ContributionsofEarlyCivilizationtothemodernworld.

The early civilization contributed to the modern world in the followingways.

  • Expansionandmodernizationofmodernagriculture-thisinvolveduseof irrigation methods and mechanization. Modification of seeds wasalsoaresultofearlycivilization.E.g.BasinIrrigationinEgypt.
  • inthefieldofmedicine-itcontributedtovariousinventionslike

mummification (preservation of the dead), treatment of fracturedbonesaswellasdevelopmentofvaccines. E.g.InEgypt

  • Expansionofknowledge-thiswasdonethroughdisseminationofinformation in books, patches, scrolls as well as establishment oflearning institutions. Like early education institutions were found inEgypt.
  • Fermentationinmodernday datesbacktoearlycivilizationinEgypt.
  • Useofcurrencyintradeinmoderng.theuseofshellcurrencyinKingdomKongo.
  • In the field of Engineering early civilization enabled construction ofg.ConstructionofPyramids inEgypt.
  • In architecture – this involved aligning the pyramids towards the polestar and also know the level of flooding during flooding seasons of theNile.

 

  • Inventionsinthetransportsystem

E.g.twowheeled,fourwheeledhardcarts.

  • In politics– early civilization contributed a lot in establishment ofvarious states and countries as well other modern Kingdoms. This wasfurther enhanced by constitutions or by-laws that guided the earlycivilizationgovernments.

 

 

 

 

 

 

  1. SocialOrganizationofselectedAfricanCommunitiesuptothe1900

Social organization revolves around way of life for the following selected Africancommunities.

  • The Ogiek– The Okiek (Ogiek), sometimes called the Ogiek or Akiek(although the term Akiek sometimes refers to a distinct subgroup), are aSouthern Nilotic ethnic group native to Tanzania and Southern Kenya (in theMauForest),andWesternKenya(inthe MountElgonForest)

ahunter-gatherersociety,livinginwesternKenya

  • The Zulu – are aNguni ethnic group native to Southern Africa. The Zulupeople are the largest ethnic group and nation in South Africa, with anestimated 10–12 million people, living mainly in the province of KwaZulu-Natal.

 

They originated from Nguni communities who took part in the Bantumigrations over millennia. As the clans integrated together, the rulership ofShakabroughtsuccesstotheZulunationduetohisimprovedmilitarytacticsandorganization.

 

ZulustakeprideintheirceremoniessuchastheUmhlanga,orReedDance,andtheirvariousforms ofbeadwork.

 

The art and skill of beadwork takes part in the identification of Zulu peopleand acts as a form of communication and dedication to the tribe and specifictraditions. The men and women both serve different purposes in society inordertofunctionasawhole.TodaytheZulupeoplepredominantly believein

 

Christianity,buthavecreatedasyncreticreligionthatiscombinedwiththeZulu’spriorbeliefsystems.[3]

  • Ahsante-TheAsantewereoneoftheAkan-speakingpeopleswhosettledinthe forest region of modern Ghana between the 11thand 13th centuries. Theseparate Asante chiefdoms were united by Osei Tutu in the 1670s and in1696 he took the title of Asantehene (king) and founded the Asante empire.In Asante, the family line is matrilineal – inheritance passes from the motherto her children. The Golden Stool is also passed down matrilineally, to one oftheking’smaternalnephews.

 

 

 

 

 

 

SocialOrganizationoftheOgiekcommunityup to1900

  • Honeywastheirstaplefood-Honeywaseaten,usedtobrewtraditionalbeer(rotikapgomek),andtradedwithneighboringcommunities.
  • Theyhuntedandtrappedwildanimals.Varioustoolswereused,including:clubs,spears,bows andarrows.
  • They also practice small scale agriculture and keep livestock such as cows,sheep and goats. They grow vegetables, maize, beans, and potatoes. Thiswassubsistence farming.
  • Thesmallestunitoflifewasthefamily.TwoormorerelatedfamilieswithaThelineagewasresponsibleforenforcingtraditionallawsandorder.
  • Rolesweredivided–thefatherdutywastoprovidefood,protectandheadthe family, while the mother’s role was to bear children, look after thehome,andthe childrenhelped inhousechores.
  • TheOgiekcircumcisedbothboysandgirlsatpubertyseparetly
  • Theyhadtheagesetsystemwhichgroupedcircumciseddifferently
  • The Ogiek were polygamous and the wives their own separate houses andfields.
  • TheOgiekbelievedinasupremebeingcalledTororet
  • They also believed in the existence of ancestral spirits (oiik) – they werebelievedto offer protection ofof thecommunity.
  • TheOgiekalsopracticedDivinationtoforeseethefutureusingsupernaturalpowersbyuse of divination ball.

 

SocialOrganizationoftheZuluupto the1900

  • Socially the king was the leader as he presided over traditional ceremoniessuch as the traditional fruit harvest which was attended by all people thekingdom.
  • Initiation ceremonies were performed to mark the entry into adulthood.DuringShaka’sreign, however,circumcisionwasabolished.
  • Marriage was restricted until one served in the army for a period of 40years. At this age, the military men could be retired at the same time withthefemalesof anappropriate agefor marriage.
  • The Zulu were divided in social classes called clans, traditionally the royalclan provided kings and chiefs while warrior come from the class ofcommoners
  • Thekingcontrolledallsocialaffairsandwasthebiggestsocial figure.
  • Polygamy wascommonamongtheZulu

SocialOrganizationoftheAsanteuptothe1900

  • The Kingdom was composed of many communities who spoke theAkanlanguage.
  • TheAsantewereorganized inclans
  • Marriagebetweenmembersofthesameclanwasprohibited
  • ThecommunitywasboundtogetherbytheGoldenstool
  • Therewasanannualculturalfestival(odwira)heldatkumasitohonourtheancestors.
  • Thesocietywasdividedintosocialclasses/stratification
  • Thekingswereregardedassemi-divine/religioustraders
  • TheAsantewerepolytheists/worshippedmanygodsandgoddesses
  • Theancestorsmediatedbetweengodandthepeople
  • TheAsantehadasupremeGodcalledNyame

SimilaritiesinthesocialorganizationoftheOgiek,ZuluandAhsante

  • Allwereorganizedintoclans
  • Theyallbelievedintheexistenceofancestralspirits

Differences in thesocialOrganizationoftheOgiek,Zuluand Ahsante

 

Ogiek Zulu Ahsante
Supremebeingwas

calledtororet

godofwar Nyame
Polygamous Polygamous
     
d.    HumanDiversityandinclusion
  • Diversityrecognizesthat,thoughpeoplehavethingsincommonwitheachother, they arealsodifferentmanyways.
  • Inclusioniswherethosedifferencesareseenasabenefit,andwhereperspectivesanddifferencesareshared,leadingtobetterdecisions.

Personalitydifferencesthatdifferentiatepeople

 

 

 

 

 

While personality shows what you are outside or what you are to theworld, character reveals what you are inside. As these are directly relatedto a person’s attitude and behaviour, most people get confused betweenthesetwoeasily.

  • Personality refers to the combination of qualities, attitude andbehaviour,thatmakesapersondistinctfromothers.
  • Personality impliesWhoweseemtobe
  • Personalityisasetofpersonalqualities
  • Thepersonalityisthemaskorthe identityofaperson
  • Personality issubjective
  • personality,doesnotneedvalidationandsupportofthesociety

thePersonalityattributesthatdifferentiatesusinclude:

  • Authenticity

Authenticity relates to how genuine you are. You may show this byproviding honest answers and being true to yourself in your interview.Whenyou’re working,youmaydemonstrateauthenticitybyshowinghow

 

you truly feel each day. It’s also important to act and treat othersprofessionally.

  • Confidence

Confidence in your abilities, education and qualifications may distinguishyou from other candidates. They may help you better explain how anorganization could benefit from hiring you. Aim to present yourselfconfidentlyinyourinterviewwithoutseeminglikeyou’rebragging.

  • Curiosity

Curiosityisabeneficialattributeintheworkplacebecauseitencouragesyou to continue to acquire new skills and knowledge. This may help youlearn more about new industries or clients, or motivate you to try newthings.

  • Diligence

Diligence encompasses various soft skills, such as attention to detail andorganization. It fosters a commitment to success and ensures everything ina project is accurate. One way to demonstrate diligence is to follow alldirections specifically, showing your comprehension skills and ability to dowhat’saskedofyou.

  • Empathy

Empathy refers to the ability to relate to others and understand theiremotions. It’s a crucial attribute to help employees understand each otherandworkwellasateam.

  • Generosity

Generosity involves helping others, especially when you may not benefitfrom the situation. This may help your co-workers appreciate you more andcreate a more positive and supportive work environment. While you mayshowgenerositybyofferingtohelpaco-workerwiththeirtasks,itmayalso be as simple as complimenting someone on their achievements orproviding them with constructive feedback to improve their futureperformance.

  • Honesty

Honesty is essential for creating trust among co-workers. It helps show thatyoucan betrusted withyour responsibilities.

 

  • Integrity

Integrity relates to how well you represent and follow your morals. Thisinvolves acting as a good role model for others, speaking truthfully andbehavinghonourably.

  • Kindness

Kindnessreferstoyourcompassionandforgivenessofothers.

  • Perseverance

Perseverance shows your ability to remain motivated to succeed in anycircumstances.

  • Positivity

Positivity may help you remain committed to your work and create apleasantworkenvironment.

  • Sociability

Sociability is important because it helps ensure conducive environment foreveryone. Some roles may require more social skills than others. Engagingothers in conversation and encouraging them to talk may help show yoursociability.

 

 

  • Transparency

Transparency, like honesty, relates to being open about your experienceandqualifications.

Desirableandundesirablepersonalityattributesinamulti-culturalSociety

multiculturalism: A characteristic ofasociety that has manydifferent ethnicornationalcultures minglingfreely.

  1. Desirablecharacteristics:Thesearecharacteristicssuchasbeinghardworking,or displaying honesty andintegrity.
  2. Undesirable characteristics: These are ones such as lying and

Desirable characteristics are known as qualities and undesirablecharacteristics are known as personality defects. Characteristics have beengrosslygroupedinthesetwocategories.Qualitiesbringaboutgeneralwell-

 

being and have an overall positive effect on the person and one’sinteractions.Defectsontheotherhandbringmentalanguishbothtothepersonhavingthemandthe peopleheinteractswith.

 

 

 

 

 

 

 

 

Undesirablepersonalityattributes

Manipulativeanddeceptivepractices

Find yourself unable of asking for what you want and need, instead bendingothers to your will in order to get what you want and need? Why youbelieve you are doing the correct thing is understandable. Even if you wantsomethingbadlyenough, itmaybedifficulttosimplycome outandsayso.

Onewhoispreoccupiedwithhimself/herself

You’re out with your friends, and you’re the kind of person that spends thewholetimetalkingaboutyourself.

 

 

QuicktoJudge

Whenyou haveanegativeopinionofsomeone,itisonething.Whenyou

really tell them, that’s another story. No one wants to be in the company ofsomeone who is always criticizing them for their appearance, their diet, ortheirwords.

Negativeand gloomy.

Whatifyou’re oneofthosepeoplewhoseestheglassashalf-empty?

In our world, there are many different types of people that believe indifferentthings.BeingoneofthesepeopleiscompletelyOK.Thisbecomesan issue when you cause everyone else in your immediate vicinity to fallalongwithyou.

ThePerfectionists

 

What exactly is wrong with being a perfectionist?Thisisaquestionthatonlya perfectionistwouldask.

Despite the fact that there is nothing wrong with wanting things to gosmoothly, when your life gets too concerned with the little details, itbecomesa major issue.

Notjustforyourself,butalso forothersinyourimmediatevicinity.

The pursuit of perfection is then mirrored in the eyes of your friends andothers in your immediate vicinity. And no one will ever be able to live up tosuchexpectations. Attheend oftheday,they areforgotten.

 

DifferentcomponentsofHumanidentifyinamulti-culturalsociety

 

Othersinclude:

  • Race/ethnicity
  • Class
  • Age

Waysofapplyinginclusionin daytodayinteractions

 

 

 

 

 

 

 

 

 

 

 

 

 

Mindfulcommunication:listenmore,talkcarefully

Communication is the first aspect to work on. Often, if used inappropriately,ourwordscan expresswrong intentionsorcreatemisunderstandings.

Herearesome examples:

  • When addressing a group, avoid using gender-specific words such as“ladies”, “dudes”, “men”, “guys”. Especially in the presence of gendernon-conforming or mixed gender individuals, appellations may turnouttobemisplaced,causemissgendering,andcutoffgroupmembers.
  • Avoidassertivelanguageandwords:Introduceyourcontributionwith“In my opinion” or “According to my experience” or “Based on whatI’ve read and learned”. Leave space for questions and replies, makesureyou donotlecturewhenyou getinvolvedinaconversation.

Challengestereotypes

Unconscious biases, prejudices, lack of information, influence of themedia, and teachings coming from our cultural and social beliefs may allimpact the way that we interact with others. For example, we are ofteninformedbythebeliefsandvaluesystemsweareexposedto,including

 

through our family and friends and the things we learned at school.These deeply ingrained belief and value systems can also lead to actionsandreactions thatcansometimes beexclusive and unfair.

Avoidassumptions

One of the most common mistakes in everyday interactions is to makeassumptions.

Assumptionsareadifficultstartingpointbecausetheytakeforgrantedthat our audience shares the same requirements and experiences as wedo.

Although assumptions are often developed unconsciously, it is importantto recognize the moment when we apply them in our interactions withothers.

For example, it is important to avoid assumptions about the gender ofthepersonorgroupswearespeakingwithandalwaystry tousegenderinclusive language.

 

Ifyoumeetadisabledperson,donotassumewhattheyareableornotabletodosomething.

 

Beawareofyourprivileges

Talkingaboutprivilegescanbedifficultandoftenveryuncomfortable.

However, being aware of our own privileges is a crucial first step toadaptingamoreinclusiveattitude.

A privilege can be defined as “a right, license, or exemption from duty orliabilitygrantedasaspecialbenefit,advantage,orfavor”

Privileges are social, political, and cultural constructions that aretranslated into hierarchical relationships in our everyday andprofessional lives. Part of a broader system, these constructions aresolidified through structural and institutional dynamics, and they serveto reinforce fabricated societal divisions based on perceived orconstructeddivisions and/or pretenses.

 

  1. PeaceandConflictresolution

Peace is a concept of societal friendship and harmony in the absence ofhostility and violence. In a social sense, peace is commonly used to mean alack of conflict (such as war) and freedom from fear of violence betweenindividualsor groups.

Conflict is simply differing ideas or actions, often related to the selfishpursuit of needs (known and unknown) that end in a state of unrest. It is anecessary and permanent part of life. The important thing to remember isthat conflict is natural. It can be a slight conflict that causes no harm or anegregiousconflictthatresults inirreparabledamage.

Contributionofpersonalpeacetoaresponsiblecitizen

Personal Peace is often referred to as intrapersonal peace or inner peace. Itmeans peace with oneself. When you have personal peace, it means youaccept yourself the way you are, no matter how you look outside, or whatyou think about yourself: spirit, soul, and body. This also comes as a resultofadeep and betterpersonalunderstanding.

ItshelpsinavoidingconflictsbetweenindividualsIthelpsimproveworkplaceandhomerelationshipsIthelpsin understandingothersbetter

Itshelpsustoassistothers withoutmuchstrain

Its helps us develop desirable personality attributes that can help usachievemuch.

It helps be accommodative of others despite our varied opinion andactions

Personalcharacteristicsthatexpressastateofpeace

Allsufferingisaresultofimbalance—physically,mentallyorspiritually.

  • Beingcharitable
  • Beingself-discipline
  • Straightforward
  • Compassionforallcreatures
  • Absenceofgreed
  • Radianceofcharacter
  • Forgiveness

 

  • Patience
  • Freedomfromhate

Approachesthatcanpromoteone’sinnerpeace

  • Controllingyourstress
  • Takingamentalhealthday,morning ormoment
  • Readingspiritualliterature
  • Changingourperspective-Muchturmoilandanguishcomefromsticking to your own personal perspective. You may get bent out ofshape when the other person cannot see things the way you do. Youcan expend a lot of time and energy trying to get someone to see yourpointofview,andleave yourselfexhausted andfrustrated.
  • PracticeNon-Judgment
  • Focusonserving-Peoplepronetoworryhavethe“whatif”syndrome.You let worry and anxiety overtake your every thought. What if I don’tmake enough money? What if I lose my job? What if the person I lovedoesn’tlovemeback?Witheachthought,yourmindspiralsintochaos. When you place your focus on helping and serving, somehowthe anxiety goes away. As you become more relaxed, you’ll notice thatmany of the things you were worried about disappear. Every time youstart the “what ifs,” replace them with the phrases, “How can I help?”and“Howcan Iserve?”

ImportanceofenhancingPeace

  1. Peacemakessurethatyoudonotgoon themedicinestorunyourlife.
  2. Peaceensuresthatyouare awareofyourself.

 

  1. Peacetothemindislike basetothehome,rootstothetree.

f.SlaveryandServitude

formsofslaveryandservitudeinTraditionalAfricanSociety

Slaveryiswhensomeoneactuallyownsyoulikeapieceofproperty.

Servitude is similar to slavery – you might live on the person’s premises,work for them and be unable to leave, but they don’t own you. These formsinclude.

  • HumanTrafficking:HumanTraffickingseespeoplebeingforciblymoved and recruited using violence or threats in order for them to beexploited for labor,prostitution,marriage,etc.
  • ForcedLabour:ForcedLabouriswheresomeoneisforcedto

undertakeworkagainsttheir willandthreatenedwithviolence.

  • Debtbondage:Debtbondageiswherethosetrappedinpovertyareforced to borrow money from others and can then be forced to workin order to ‘pay back’ this debt. This is one of the most common typesofslavery.
  • Forcedandearlymarriage:Forcedand/orearlymarriageiswhere

someonehasbeenforcedtomarryagainsttheirwilland/orwiththethreatofviolence/consequences.

  • domestic servitudeTheIndianOceanTrade

 

The Indian Ocean trade routes connected Southeast Asia, India, Arabia, andEast Africa, beginning at least as early as the third century BCE. This vastinternational web of routes linked all of those areas as well as East Asia(particularlyChina).

Long before Europeans “discovered” the Indian Ocean, traders from Arabia,Gujarat, and other coastal areas used triangle-sailed dhows to harness theseasonal monsoon winds. Domestication of the camel helped bring coastaltrade goods such as silk, porcelain, spices, in cense, and ivory to inlandempires,aswell.Enslavedpeoplewerealso traded.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The Indian Ocean trade was a world of Islamic merchants ferryingporcelain from China to the Swahili Coast, ivory to India, cotton toIndonesia, spices to Arabia, and so on. Regional cultures, politics, religions,andentirehistorieswereexchangedthroughtheIndianOceanTrade.

FactorsleadingtothedevelopmentofIndianOceanslaveTrade

  • Availabilityofitemsoftrade encouragedtraderstocometothecoast
  • The high demand for goods/trade items from the Kenyan coast byconsumersinTheoutsideworld ledto increased trade
  • The existence of local trade among the Africans along the coastprovidedabaseuponwhichtheIndianOceantradedeveloped.

 

  • The Monsoon winds facilitated the movement of vessels/ships to andfromthecoastthusenablingthemerchantstotakepartinthetrade.
  • The relative peace/political stability provided conducive environmentfortrade.
  • The availability of credit facilities from Indian Banyans/moneylendersenabledmanypeople totakepartin trade
  • Existence of enterprising merchants at the coast/foreign landspromotedtradinglinksenabledtradetoflourish.
  • The natural harbors along the coast ensured safe docking of ships forloadingandunloadingofitems oftrade
  • Advancementinship/boatbuildingledtobettersailingvesselsthusincreasedtradingactivitiesto andfromthecoast.
  • Availabilityofslaves

Organization oftheIndianOceanSlaveTrade in15thCentury

The Indian Ocean Trade began with small trading settlements around 800A.D., and ended in the 1500s when Portugal invaded and tried to run thetradefor its ownprofit.

As trade intensified between Africa and Asia, powerful city-statesflourishedalongtheeasterncoastofAfrica.

These included Kilwa, Sofala, Mombasa, Malindi, and others. The city-statestradedwithinland kingdoms like

GreatZimbabwetoobtaingold,ivory,andiron.ThesematerialswerethensoldtoplaceslikeIndia,Southeast

Asia, and China. These were Africaʼs exports in the Indian Ocean Trade.These items could be sold at a profit because they were scarce in Asiancountries.

At the same time, the East African city-states were buying items from Asia.Many residents of the city-states were willing to pay high prices for cotton,silk, and porcelain objects. These items were expensive because they werenot available in Africa at the time. These were Africaʼs imports in the IndianOceanTrade.

 

The city-states along the eastern coast of Africa made ideal centers of trade.An important attraction was the gold obtained from inland kingdoms. Thegold was needed mainly for coins, although it was also used for works ofart, ornamentation on buildings, and jewelry. And, the city-states were easyto reach from Asia by ship because of the favorable wind and oceancurrents. Ships had no trouble docking at the excellent ports and harborslocated on the coasts of the city-states, making it easy to unload and loadcargo. And ,merchants, tired after their long overseas journey, enjoyed thefinerestaurants,lodging,andentertainmentofferedbythe portcities.

Finally,EastAfricawasapeacefulregion,andthefewconflictsthatdidoccurweresmallandbrief.

All of these factors created an ideal setting for import-export companies toconductbusiness.

Many of the merchants from the Arabian peninsula, India, and SoutheastAsia stayed in the city-states of East Africa. Interracial marriages were notuncommon, and gradually over the centuries, a new and distinct ethnicgroup developed, known as the Swahili. Today millions of Swahili peoplelive in the nations of East Africa, where the Swahili language is widelyspoken.(YoucantakeSwahilicoursesatmanycollegeshereintheU.S.)TheSwahililanguageisamixtureoftheArabic,Hindi,andBantulanguages.

The Swahili city-states steadily grew and prospered, and were a majorworldeconomicpowerby the1400s.

Although the city-states were famous throughout Africa and Asia, noEuropean countries knew of them. You can imagine the surprise, then, ofPortuguese captain Vasco da Gama when, in 1498, he came upon thebustling port cities of Sofala, Kilwa, Mombasa, and Malindi as he sailed upthe eastern coast of Africa. He and his crew were welcomed by each of thecitieshevisited,althoughneitherhisships northeEuropeanitems

theyattemptedtotradewereofmuchinteresttotheSwahiligovernments.

SocialInjusticescommittedontheAfricansduringIndianOceanSlavetradeinthe15thCentury

 

  • It fueled conflict between the communities as demands for slavesincreasedleadingto insecurity
  • It created class through emergence of wealthy merchants whodisplayedhigh standards of living.
  • African religion was downtrodden as intermarriages between Arabsand Africans led to rise of Swahili speakers which were converted toChristianity
  • It led to erosion of African culture – this because as the interactionwitharabscontinuedAfrican culturewasboundtodiminish.
  • Slavery reduced African dignity as they were just seen as dogs to be inchains
  • Manywerethrownintowatersiftheyhadnovalue
  • Africanwomenworkingasdomesticworkerswemistreatedthroughbodilyharmandsexual harassment.
  • Many children remained orphans as the fathers and mothers weretakenasslavesduringthe trade.
  • It led change of roles as the fatherless children were now forced toseekmeans of survival.
  • ItledtodestructionofAfricanfamiliesandhomesthroughtorturingandseparationofthebondthattied thesefamilies
  • Itledtoriseinmanyorphanchildrenandwidowsastheablemenweretakencaptives asslaves.

 

GeographicalregionscoveredbyIndianoceantradeinAfrica

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

PopulationDistributioninAfrica

Population distribution means the pattern of where people live. Worldpopulation distribution is uneven. Places which are sparsely populatedcontain few people. Places which are densely populated contain manypeople.

Factors influencing Population distribution in AfricaClimate

Areas which experience conducive climates especially adequate andreliablerainfalltogetherwithmildandmoderatetemperatureattractadense population than desert and semi desert lands with low andunreliablerainfall.

 

Relief

The nature of relief greatly influences population by either attracting ordiscourage settlement. For example, in extremely high relief regions, thetemperatures are too cold for human settlement and the ruggedness toohinderconstructionofhomesandcommunicationlines.Ontheotherhand,gently rolling slopes attract dense settlement because they are easy toconstructcommunicationlines andsettlement.

Vegetation

Dense forests such as those in the Congo basin, hinder rapid populationsettlement because they are very difficult to clear, water logged and containvectors that cause diseases to man and there are wild animals which aredangerous to human life. On the other hand, savannah grasslands aredensely populated because they are easy to clear and their climate isconduciveforhumansurvival.

Governmentpolicy

The government policy may either attract or discourage settlement. Someareas may be gazette by law for example national parks, Game reserves orforest reserves. Government may also encourage settlement by establishingsettlementschemesandresettlepeoplefromdenselypopulatedareas.

 

 

 

Utilizationofnaturalresources

Theexploitationofnaturalresourcesforexamplemineralsmayattracthumansettlementwhileseeking foremployment.

Urbanization

The growth of towns and cities is also a very important facilities influencingpopulation distribution in Africa. Urban centres provide a good number offunctions which attract people to them. For example cheap power, tradingactivities, good accommodation, good medical care, cheap and constanttransport, clean water, higher institutions of learning, government offices,recreationcentres,and the like.

 

Politicalstability

Areas that are unstable and insecure have got low populations e.g.Karamoja where there is a lot of cattle rustling compared to areas that aregenerallypoliticallystableandsecurehenceattractingdensesettlements

e.g.townslikeKampalaandMombasa.

DenselyandsparselypopulatedareasinAfrica

 

SettlementpatternsinAfrica

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

nucleatedsettlement:

Nucleated settlements are ones where the houses are grouped closelytogether,oftenaroundacentralfeaturelikeachurch,puborvillagegreen.

 

 

 

 

 

 

 

 

 

Linearsettlementsaresettlementswherethebuildingsareconstructedinlines, often next to a geographical feature like a lake shore, a river orfollowinga road.

Where linear settlements follow a road, the road often predates thesettlement.

 

dispersedsettlement:

Dispersed settlements are ones where the houses are spread out over awide area. They are often the homes of farmers and can be found in ruralareas.

 

 

 

 

 

 

 

 

 

 

 

FIELDWORK

Fieldworkistheprocessofobservingandcollectingdataaboutpeople,cultures,andnatural environments.

Typesoffieldwork

  • FieldExcursion

-Visiting an area near or far from the school to see geographical phenomenathennote down and discuss laterin class.

Aim

  • Reinforcewhathasbeenlearntinclass
  • Gainmoregeographicalknowledge
  • Identifyandappreciategeographicalfeatures
  • Identifyproblemsofgeographicalinterest
  • FieldResearch

-Systematic problem solving done by experts in which scientific methods ofcollecting,recordingand analyzingdataare used.

 

  • FieldStudy

-Studyconductedwithinaneighbourhoodinwhichonethemeispursued

e.g.‘Astudyofalocalfarm’.

Methodsofdatacollectionandrecordinginfieldwork

  1. SurveysandQuestionnaires

Surveys and questionnaires, in their most foundational sense, are ameans of obtaining data from targeted respondents with the goal ofgeneralizing the results to a broader public. Almost everyone involvedindatacollection,especiallyinthebusinessandacademicsectorrelieson surveys and questionnaires to obtain credible data and insightsfromtheirtarget audience.

  1. Interviews

An interview is accurately defined as a formal meeting between twoindividuals in which the interviewer asks the interviewee questions inorder to gather information. An interview not only collects personalinformationfromtheinterviewees,butitis alsoawaytoacquire

insightsintopeople’sotherskills.

  1. Observations

The observation method of data collection involves seeing people in acertain setting or place at a specific time and day. Essentially,researchers study the behavior of the individuals or surroundings inwhich they are analyzing. This can be controlled, spontaneous, orparticipant-basedresearch.

 

 

Methodsofdataanalysisandpresentationinfieldwork

Learnerstorefertotheirbook

Challengesand solutionsincarryingoutfieldwork

  • Physical obstructions i.e. tall buildings, hills, trees hence may hinderonefrom observingcertainfeaturesor accessingsome areas.
  • Abrupt weather changes e.g. rainy, fog, misty, windy. Avoidmentioningsunshine.
  • Languagebarrier
  • Inadequatetools

 

  • Obsoletetools/outdatedtools
  • Hostilerespondents

Proceduresincarryingoutfieldwork

 

  1. Identifyandacquireresearchersofthefield

It is essential to acquire researchers who are specialized in the field ofresearch. Moreover, their experience in the field will help them undergo thefurthersteps ofconductingthe field research.

  1. Identifythetopicofresearch

Post acquiring the researcher, they will work on identifying the topic ofresearch. The researchers are responsible for deciding what topic ofresearch to focus on based on the gaps observed in the existing researchliterature.

  1. Identifytherightmethodofresearch

After fine tuning the research topic, researchers define the right method toapproachthe aim andobjectives oftheresearch.

  1. Visitthesiteofthestudyandcollectdata

Based on the objectives, the observations begin. Observers/Researchers goon field and start collecting data either by visual observation, interviews orstaying along with the subjects and experiencing their surroundings to getanin-depth understanding.

  1. Analyzethedata acquired

The researchers undergo the process of data analysis once the data iscollected.

  1. Communicatetheresults

The researchers document a detailed field study report, explaining the dataandits outcome.Givingthe field studyasuitableconclusion.

 

RESOURCESANDECONOMICACTIVITIES

  1. EarlyAgriculture

Areaswhereearlyagriculturewaspracticedinselectedgeographicalregions.They included:

  • Riftvalley
  • Egypt
  • Nubia

CropsgrownandanimalskeptCropsinriftvalley

  • Millet
  • Maize
  • beans,
  • cassava,
  • sorghum,
  • pigeonpeas

Animalskept

  • Cows
  • Goats
  • Sheep
  • Dogs

CropsgrowninEgypt

  • emmer(awheat-grain),
  • chickpeasandlentils,
  • lettuce,
  • onions,
  • garlic,
  • sesame,
  • wheat,
  • barley,
  • papyrus,AnimalskeptinEgypt

 

  • cattle,
  • goats,
  • pigs,
  • ducks,
  • cows, and geese.CropsgrowninNubia
  • grains,
  • peas,
  • lentils,
  • dates, and possibly melonsAnimalskeptweremainlycows.

MethodofirrigationusedinancientEgypt

Basin

Egyptians developed and utilized a form of water management known as basinirrigation. This practice allowed them to control the rise and fall of the river tobest suit their agricultural needs. A crisscross network of earthen walls wasformed in a field of crops that the river would flood. When the floods came, thewater would be trapped in the basins formed by the walls. This grid would holdwater longer than it would have naturally stayed, allowing the earth to becomefully saturated for later planting. Once the soil was fully watered, the floodwaterthat remained in the basin would simply be drained to another basin that was inneedofmore water

Shadoof

The shadoof is used to lift water from a water source onto land or into anotherwaterway or basin. The mechanism comprises a long counterbalanced pole on apivot, with a bucket attached to the end of it. It is generally used in a cropirrigation system using basins, dikes, ditches, walls, canals, and similarwaterways.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Canal

These were constructed along the farms to transport water to othersregions.

Nilometer

A nilometer was used to predict flood levels. This instrument was a methodof marking the height of the Nile over the years. Nilometers were spacedalong the Nile River. They acted as an early warning system, alerting theseearly people that waters were not as high as usual, so they could preparefordrought or forunusually highfloodwaters.

 

 

 

 

 

 

 

 

 

 

ContributionoftheNilevalleyagriculturetoworldcivilization

The Nile River is one of the most well-known rivers in the world. The NileRiver Valley was vital to the success of several ancient civilizations. TheNile River allowed the earliest civilizations to flourish in spite of thesurrounding harsh desert climate. The Nile River Valley includes not justthe river, but the surrounding banks and low lands that benefit from theriverflooding.

  • For ancient civilizations, the Nile River Valley was a source of food andincome. When the water crested in October, the land was prime forplanting crops such as wheat, barley, and papyrus. Ancientcivilizations developed irrigation systems to redirect water andenhance the growing season. In addition, the river was plentiful withfish,whichcouldbesold ortraded.
  • The Nile River served as a mode of transportation. Ancientcivilizations were able to maneuver the waters to trade between thecities along the banks. The mobility encouraged growth in villagesalongtheriver.
  • Ancient Egyptians greatly valued the Nile River; it was the center oftheir existence. The Nile River was celebrated in paintings and myths.The cycle of the Nile marked the change of season. Egyptian beliefswere interwoven with the Nile River. The Egyptians viewed the NileRiver Valley as a gift from the gods; it was a portal between humansand gods. To Egyptians, the river was part of their identity andshowedgreat reverenceforit.
  • It led to inventions in the field of agriculture like methods of irrigationandagriculture

 

  • It led to development of transport system that ensured transportationofcropproduce.
  • It led to the development of methods of food storage in order to beusedfor longoffor the future.
  • It also contributed to the invention in the field of medicine likeperseverationofthedead,healingfracturedbones.
  • The knowledge of weather forecast in Egypt also contributed in themodernday weatherforecast.
  • Therewasincreasedproduction,hencefoodsupplywasregular.
  • Surplus agricultural production resulted to trade, e.g., food wasexchangedwithpotsandtools.
  • There was invention of writing, arithmetic and geometry due to theneedtokeeprecords.ThewritingswerereferredtoasHieroglyphics.
  • Urbancentresemerged,e.g.,Memphis,Thebes.
  • Farmers settled more permanently and improved their livingstandards.
  • Religion developed, e.g., god was associated with farming, offering togodswaspractised.
  • As a result of the agriculture practised along the banks of the Nile,people settled there. Those settlements grew in size and becameurbancentreswithintheancientEgyptianKingdom.

Importance of domestication of plants and animals in africaDomesticationistheprocessofhereditaryreorganizationofwildanimals

and plants into domestic and cultivated forms according to the interests ofpeople. In its strictest sense, it refers to the initial stage of human masteryofwildanimals andplants.

The first attempts at domestication of animals and plants apparently weremade in the Old World during the Mesolithic Period. Dogs were firstdomesticatedinCentralAsiabyatleast15,000yearsagobypeoplewho

 

engaged in hunting and gathering wild edible plants. The first successfuldomestication of plants, as well as goats, cattle, and other animals—whichheraldedtheonsetofthe NeolithicPeriod.

Domestication of vegetatively reproducing plants, such as those withtubers, probably preceded domestication of the seed plants—cereals,legumes,andother vegetables.

There are a number of factors that made it necessary for human beings todiscoveragriculture.Thesewere:

  • There were climatic changes that caused the animals to migratefartherfromtheir previouslocations.
  • Due to an increase in human population, the natural environmentcould not provide adequate food. Thus, there was a need for a regularsupplyoffood.
  • People and animals competed for food leading to scarcity of food. Thisforcedpeopleadoptcultivation.
  • Similarly, over hunting on the part of man depleted the stocks ofanimalsthat he couldrely onfor food.
  • Natural disasters such as floods or forest fires would kill the animalsand vegetation making it necessary for human beings to domesticateplantsand animals.
  • Hunting and gathering had become an insecure source of food as manwould occasionally return empty handed having failed to catch game.Figure 3.1 shows some of the areas along the Nile Valley where earlyagriculturewas practised.
  • Hunting as well as gathering would sometimes be hindered byunfavourable weather conditions, e.g., snow or rain that would make ituncomfortablefor mantogo andhunt.
  • Hunting and gathering was tiring and streneous due to the constantmovementthatwasrequiredasmanfollowedtheanimalsduringtheirmigration.
  • Besides food, man also domesticated animals and crops because oftheir economic value. For instance, animals provided him withclothing,i.e., from theirhides andskins.

 

  • Man domesticated animals for other purposes like their use intransport. Some animals like the dog assisted him in hunting andprovidedhim withsecurity.

Domesticationhasthefollowingimportance’s

  • Domesticationofplantsand animalsensuredsteadysupplyoffood.
  • Products like skin were used for clothing and beddings hence keepingmanwarm.
  • Bones were used to make ornaments and needles hence decoratingman.
  • Animals like donkey, horses and oxen were used as a means oftransport and for pulling ploughs this was later used much inagricultureto makecultivation easier.
    1. EconomicOrganizationofselectedAfricancommunitiesupto1900

EconomicorganizationoftheOgiek

  • They were farmers as they kept bees and were known as beekeepersandalso theygrew vegetables.
  • They were also hunters and gathers. They hunted and trapped wildanimals. Various tools were used, including: clubs, spears, bows andarrows.
  • They also practiced traditional craft like basketry, weaving amongothers
  • Theywerealsoskilledironworkersastheymadetoolsusingiron

EconomicorganizationoftheZulu

  • They participated in the local trade where they exchangedcommodities such as fish, salt and cloth with their neighbours, GoanandGo.
  • They participated in the long distance trade as middlemen betweentraders from North Africa and those from the South. Their maincommoditiesoftradeweresalt,gold kolanutsandslaves.
  • Theygrowcropssuchaskolanutsandgrain/keptanimals

 

  • They practiced crafts especially the manufacture of items such asbasketsandpots.
  • They practiced iron working and made tools like hoes, bangles andarrows
  • Theypracticedminingactivities
  • Theypracticedfishing

EconomicorganizationofTheAhsante

  • They participated in the local trade where they exchangedcommodities such as fish, salt and cloth with their neighbours, GoanandGo.
  • They participated in the long distance trade as middlemen betweentraders from North Africa and those from the South. Their maincommoditiesoftradeweresalt,goldkolanutsandslaves.
  • Theygrowcropssuchaskolanutsandgrain/keptanimals
  • They practiced crafts especially the manufacture of items such asbasketsandpots.
  • They practiced iron working and made tools like hoes, bangles andarrows
  • Theypracticedminingactivities
  • Theypracticedfishing

SimilaritiesineconomicactivitiespracticedbyselectedAfricancommunities

  • Theyallpracticedtrade
  • Theywereallhuntersandgatherers
  • Theyallpracticedironworking
  • Theyallpracticedtraditionalcraft
  • Theyalsopracticedfarming

DifferenceineconomicactivitiespracticedbyselectedAfricancommunities

 

TheOgiek Zulu Ahsante
Did not practice longdistancetrade Didnot Practiced long distancetrade.
Didnopracticemining Practicedmining Didnot

 

Cropsgrownweredifferent
     

 

  1. InternalDynamicsandTransformationInAfrica
  • InternaldynamicsinAfrica –hastodowithchangesthataretaking
  • Transformation-acompletechangeintheappearanceorcharacterofsomething or someone. In Africa it’s the complete change in theappearanceof Africancontinent

Transformationbroughtbyintroductionofmoneyinafrica

impactsoftheintroductionofmoneyeconomyintraditionalafricansociety

INTRODUCTION

  • MoneywasintroducedtoAfricabytheEuropeans
  • Beforecolonialperiod,Africanspracticedbartertrade
  • actual goods exchanged with other goods e.g. animals would beexchanged with food grains, millet, sorghum, cow-peas, childrenexchangedforfood duringfamine
  • Trade merchants from Asia had introduced into Africa forms ofcurrencysuchasthecowrieshells,goldandtheIndianrupees
  • Europeansintroducedcurrencystillusedtoday

ECONOMY

Careful management of resources, finances, income and expenditure of afamily, a business enterprise, community or a country. The economy of acountry is to be well managed if it has the ability to meet the socialeconomicneeds ofhermembers.

Development-it’smeasuredbythehealthyofitseconomyintheprovisionof health, education, housing, sanitation, employment longevity of life,decreaseofmaternalandchild mortality.

 

MONEY ECONOMY

Use of money as a means of exchange in economic activities e.g. banking,investment,insurance, paymentofgoodsandservices.

REASONSFORMONEYINTRODUCTION

  • Colonization brought a lot of changes such as unoccupied landdeclared‘Crownland’ forcolonialists
  • Tax introduction Africans were supposed to pay taxes to thegovernment.Taxeswerepaid informofmoney
  • Introduction of formal education School fees was introduced. Feeswerepaidinformofmoney
  • Introduction of modern medical services People paid medical servicesusingmoney
  • Emergenceofnewlifestyles
  • Converts to Christianity were emphasized on to have materials, hencehad to work to improve their living standards. They built houses, tooktheir children to schools practiced modern family techniques hencehadto use money.

IMPACTOFTHEINTRODUCTIONOFMONEYECONOMYINAFRICA

Introductionofwage—labour

Break up of family ties as people migrated from rural to urban areas insearchofemployment

African land taken by the colonialists, reducing people to squattershenceneedtowork

There was creation of a gap between people — the rich and the poorEmergence of vices e.g. corruption, bribery, prostitution, robberyDeterioration of cherished African values e.g. bride wealth has becomecommercialized,customslost etc

Loss of African human dignity. Africans had to pay taxes to the colonialgovernment. They were forced to work in European farms so as to getmoney.Theyworkedunderdehumanizing conditions

Production of traditional food crops declined replaced by cash cropsIndividual ownership of land was emphasized. Land could be sold atwill

 

There was increase of rural — urban migration leaving the ruralpeoplelesseducated

Exploitation of the poor by the rich — poor wages, overchargingpricesonfoods.

Destruction of the natural environment to create room for buildingprojects,urbancentres

Thecostoflivingincreased.Almosteverythingisacquiredbymoney.

Usesofmoneyineconomytrade

  • Money as medium of exchange solves the barter’s problem of lackof double coincidence of wants as money has separated the acts ofsale and purchase. You can sell goods for money to whosoeverwants it and with this money you can buy goods from whosoeverwantstosell them.
  • Money as measure (unit) of value or a unit of account solves thebarter’s problem of absence of common measure (unit) of value.Money serves as a unit of value or unit of account and acts as ayardstick to measures exchange value of all commodities. The valueof each good or service is expressed as price (i.e. money units)which guides both consumer and producer to make a transaction.Thusmoneymakeskeepingofbusinessaccountpossible.
  • Money as store of value solves the barter’s problem of difficulty instoring wealth (or generalised purchasing power). Moreover,money in convenient denominations (like Indian coins of 5, 10, 20,50,100paiseandcurrency notesof2, 5,10,100,500,and1,000)

solves the barter’s problem of absence or lack of divisibility. (Coinsoflessthan50 parcent areno longer inuse now.)

  • Money as standard of deferred payments helps to solve the barterproblem of lack of standard of deferred payment. Again, it helps tomake contracts which involve future payments. Doubtlessly moneyhelpsin removingthedifficultiesofbartersystem.
  • Money helps in maximizing consumers’ satisfaction and producers’profit.Ithelpsandpromotessaving.
  • Money promotes specialization which increases productivity andefficiency.

 

  • It is the institution of money which has proved a valuable socialinstrument of promoting economic welfare. The whole economicscience is based on money; economic motives and activities aremeasuredbymoney.

Comparisonintheuseofmoneyincurrencytradeandbartertradeinafrica

The primary difference between barter and currency systems is that a currencysystem uses an agreed-upon form of paper or coin money as an exchange systemrather than directly trading goods and services through bartering. Both systems haveadvantages and disadvantages, although currency systems are more widely used inmoderneconomies.

Bartering systems were used within the local community, but advances intechnology and transportation make it possible for modern society to barter onagloballevel.

Bartering has its limitations, which led to the creation of currency systems.Currency serves as a medium of exchange, resolving mismatched demandsassociatedwith thebarter system.

In early civilizations, common agreed-upon goods, such as animal skins or salt,servedasacurrencythatindividualscouldexchangeforgoodsandservices.

Mostnationsusefiatcurrencyinamonetarycurrencysystem.

d.    Sustainableuseofresources

sustainable use of natural resources means the use of renewable natural resources at arate that does not exceed the resource ’s capacity for regeneration, does not impair theresource’s ecological functions and services, and does not jeopardize the ability offuturegenerationsatthesamelocationtoenjoytheresourceinequalabundance.

 

Sustainableuseofresourcesincludes:

  • Regulationofallkindsofpollution(air,land,water)
  • Using sustainable ways in agriculture to conserve the environment.Avoiduseofchemicals.
  • Using alternative sources clean and renewable sources of energy thatconservethe environment.
  • RecyclingwastestoavoidwasteaccumulationintheenvironmentthatReduce,reuse,andrecycle.Cut down on what you throw away. Follow the three “R’s” to conservenaturalresources andlandfillspace.
  • Planting trees – Trees provide food and oxygen. They help save energy,cleanthe air, andhelpcombatclimatechange.

 

POLITICALDEVELOPMENTANDGOVERNANCE

a.Politicaldevelopmentinafricaupto1900.

PoliticalOrganizationoftheOgiekcommunityupto 1900

  • Thepoliticalsystemwasbasedon thelineagefamilysystem.
  • Thesmallest unitwasthefamilyheadedbythefather.

PoliticalOrganizationoftheZulucommunity upto1900

  • The kingdom was highly centralized with the king as the head andtraditionalchiefs underhim.
  • ThekingwasassistedbythetraditionalchiefsandmilitaryIndunasforeffective controlofthe society.
  • The traditional council of elders played an important role in Zulusociety. They advised the king on the important matters of the state.However,duringthe timeof Shaka,theirroledeclined.
  • The king had powers to appoint and to dismiss any of his officials.Theywerethereanswerabletohim.
  • Zulu kingdom had a strong standing army with the king acting as thecommanderin chief.
  • Thearmwaswell-trained,equippedandreadytofightatanytime.Thearmywas onalerttodefend oroffend theZuluenemies.
  • The army was divided into age regiments each under a militarycommandercalled an Induna.
  • Each military settlement had a section of royal women headed byseniorwomenandactedasspiesforthekingontheIndunas.
  • The Indunas were not allowed to hold meetings without consent andpermission from the king. This was to stop any conspiracy against theking.

 

  • Succession to the Zulu throne was hereditary. That is the king’s eldestsoncouldinherittheZuluthrone.
  • EachprovincewasunderthemilitaryIndunaandassistedbythechief.

PoliticalOrganizationoftheAhsantecommunityupto1900

  • The Asante Empire was centralized state divided into three divisionsnamely. The nucleaus (Kumasi) states outside Kumasi (Amatoo) andtheconqueredstates.
  • Kimasiwasunderthedirectcontrol oftheAsantahene.
  • The conquered states were ruled by their kings but treated asprovinces of Asante. Asantahene appointed representatives in eachconqueredsate.
  • The Asantahene ruled with the help of a confederacy of Kings(Omanhene). Confederacy council. They took an oath of allegiance toensureLoyaltytotheAsantahene.
  • The Omanhene represented the Asantahene in the conqueredstates/Omanhene, Sone autonomy but were expected to pay tribute totheAsantaheneand contributesoldiersintimesofwar.
  • The Empire had a standing army which defended/ conquered otherstatesandmaintained lawand orderintheEmpire.
  • Religion played an important army which defended/ conquered otherstatesand maintainedlawandorderinthe Empire.
  • The sacred Golden stool which was introduced in the 18th century byAsantaheneOsei. Tutu strengthened unity in the Empire. It was keptat the headquarters, Kumasi. Each Omanhene was given a symbolicblackstooltosignifyunityof purposeinthe province.
  • The empire had a well-established judicial/ court system based atKumasi and was headed by the Asantahene. The Omanhene weregivenpowersto tryminorcasesattheprovinces.
  • The empire has a strong economic base that depended mainly ontaxes and profit derived from the long distance trade. This strongeconomyaimedthe empire.

 

The concept ofscrambleandpartition ofafrica

The Scramble and Partition of Africa – the Scramble for Africa also called thePartition of Africa, or the Conquest of Africa was the invasion, annexation,division, and colonization of most of Africa by seven Western Europeanpowers during a short period known to historians as the New Imperialism(between1881 and1914).

VariousEuropeanGroupsthatcametoAfrica

 

 

 

 

 

 

 

 

 

 

 

FactorsthatledtothepresenceofEuropeansinAfricaEconomicfactors

Due to the industrial revolution in Europe in the 19th century, theyrequired:

  1. Marketsfortheirmanufacturedgoods
  2. Rawmaterialstofeedtheirindustries
  3. Areastoinvesttheirsurpluscapital
  4. European traders sought protection from their homecountries whenfacedwithcompetition
  5. NeedforagriculturallandinAfricatogrowfoodcrops
  6. NeedforcheaplabourfromAfricatoproducerawmaterials

PoliticalFactors

 

BismarckandtheriseofGermany

  1. Riseofnationalism
  2. The proof of a country’s prestige/superiority was through acquisitionofcolonies.
  3. A country that did not acquire colonies would open the gates topoliticaldecadence.

Strategicfactors

  • TheEgyptianquestion

✔ItrevolvedaroundtheownershipoftheSuezCanal

✔BothBritainandFrancehadeconomicinterestsinEgypt

✔Their clash culminated in the British occupation of Egypt inorder toprotecttheRiverNile andBritishinterests inIndia.

  • FrenchactivitiesinWestAfricaandtheCongo

✔ItacceleratedthescrambleforthesearchforcoloniesinAfrica.

  • KingLeopold’s(ofBelgium)activitiesintheCongo

✔KingLeopoldcreatedthe’CongoFreeStatein1884

✔This precipitated a crisis in Africa which culminated in the convening ofaninternationalconferencein1884-1885i.e.theBerlinConference.

Socialfactors

  1. TheMissionaryFactor
  • The missionaries came to Africa to spread Christianity, civilize theAfricans,abolishslavetrade andencourage legitimate trade.
  • In case of problems, they sought for protection from their mothercountries.
  1. PublicOpinion

 

  1. RiseofRacialism
  • Europeans felt they were a superior race to others since they wereindustrialized.
  • Theyhada dutytocivilizeAfricans
  • Cecil Rhodes once remarked we are the first race in the world and themoreoftheworld inhabit, thebetteritisfor thehuman race.
  1. GrowthofEuropeanPopulation

Theyneededtheircoloniestoactasoutletsfortheirsurplusproduce

  1. Humanitarianfactor

Humanitarian groups in Europe who had campaigned against slave tradeurged their home governments to occupy Africa to facilitate effectiveabolition ofslave

trade.

Africancountriesandtheircolonizers

Britain

✔EastAfrica-Kenya,Uganda

✔CentralAfrica-Nyasaland,NorthernRhodesia,southernRhodesia

✔NorthEastAfrica-BritishSomaliland

✔Southern Africa – Bechuanaland, Swaziland, Basutoland, Union of SouthAfrica.

✔NorthAfrica-Egypt,Sudan

✔WestAfrica -GoldCoast,Nigeria,Gambia,SierraLeone.

❑ France

✔NorthEastAfrica-Eritrea, FrenchSomaliland

✔West Africa – Senegal, Ivory Coast, Dahomey, Upper Volta, Guinea, Mali,Belgium,Niger,Mauritania.

 

✔CentralAfrica-Chad, FrenchCentralAfrica,FrenchCongo

✔NorthAfrica-Tunisia,Algeria,Morocco.

Germany

✔EastAfrica-Tanganyika

✔CentralAfrica-Rwanda,Burundi

✔WestAfrica- Togo,Cameroon

✔South West Africa.Portugal

✔Angola, Mozambique, Portuguese GuineaBelgium

✔Belgium CongoItaly

✔Libya,ItalianSomaliland

Spain

✔SpainSpanishGuinea,SpanishMorocco

 

Termsofberlinof1884–1885onthepartitioningofAfrica

 

 

 

 

 

 

 

 

 

 

 

 

 

 

In 1884, at the request of Portugal, German chancellor Otto von Bismarkcalled togetherthe major western powers of the world to negotiate questions and end confusion over thecontrol of Africa. Bismark appreciated the opportunity to expand Germany’s sphere ofinfluence over Africa and hoped to force Germany’s rivals to struggle with one another forterritory.

Termsincluded

  1. It created spheres of influence. Any European power occupying any partof Africa had the obligation to notify others to avoid double conflictingclaims
  2. Effective occupation – Any claim of an African territory had to beaccompaniedbyeffectiveoccupation.
  3. Each power had to stamp out slave trade in their territory and encouragelegitimatetrade
  4. Rivers Zambezi, Congo and Niger were left free for navigation by allEuropeanpowers
  5. King Leopold was recognized as the sovereign ruler of the Congo FreeState.

 

TheConstitutionofKenya

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ImportanceoftheconstitutionofKenyaProvidesstabilitytothecountry

The constitution is made up of three important constituents that includethe executive, the judiciary, and the legislature. These three vitalcomponents provide stability to a country. In absence of a constitution, thenationcouldbeatthethreat ofcorruptionandthreatamongitsmasses.

Helppreventdisputesamongdifferentsectionsofsociety

The Constitution serves as a written tool that acts as the personification ofthe social or political rules of an organization. These rules help the countryto execute its policies and procedures without any disputes or issues. Theseprovisions aid the nation to evade the possibilities of threats related to acivilwarbreakdown.

Formsthefundamentalstructureofthegovernment

Another advantage of the constitution is that it describes all the culturaland legal aspects under which governmental institutions and people’sbodieswillbe regulated.Thisbecomesverysignificantwhenthere are

 

frequently occurring overseas communications by internationalorganizationsinthepersonalaffairs ofthenation.

Grantstherighttothepeopletochoosetheirgovernment

The constitution gives the power to the citizens to choose the governmentof their choice. Based on their performance and contribution in thedevelopment of the nation, people can decide the best government officialtoserve the nation.

Protectsthe rightoftheindividual

The constitution safeguards the rights of the citizens in terms of self-expression, religious practice, non-discriminatory treatment, fair criminalprocedures and more. It states that the government is answerable to thepeoplevia conductingfreeand regular elections.

Governsthedistributionofpower

The Constitution states the power and authority of every governing body.Doing this, it enables every entity that is related to the country to learnaboutthepowerthatthelegal bodyandthegovernmentholds.

The information that the constitution states also help to define the duties ofthe parties involved. It could be a governmental institution, a firm or themasses of the nation. The Constitution administers the relation between thepeople and the government so that none of the parties can misuse thepowerinanymanner.

Superior toall regulations and rules of thecountry

The constitution is supreme of all the other laws and regulations of thecountry. This implies that for any provision to circulate in the nation, it hasto be approved by the constitution. It also implies that every law enacted bythatgovernmentneedstobe inconformism withtheConstitution.

Specifiestheobjectivesofanation

Another important role of the constitution is that it mentions the strategic,political, and other objectives of the nation. These goals are what a countryis focusing to accomplish in the coming years. It could be related todemocracy,socialism, nationalintegration,andsecularism.

 

Grantsfundamentalrightstopeople

It is the constitution of a nation that assures provision and rights for anyindividual or a set of people to ensure their overall well-being and dignityinsociety.Theconstitutionaidsthepeopletoavailthefundamentalrightsthat they are entitled to. These rights include the right to life, right tofreedom, right to property, and right to engage freely in the existingdemocratic system. All these fundamental rights are safeguarded by theConstitution.

Controlspowertransfer

Besides the welfare of its citizens, and regulating the tasks of the country,the constitution has the power to transfer the supremacy of the nationduring a national emergency. This power of the constitution is exercised inthose situations when there is a threat to the nation regarding its resources.It has a very important role to play in situations of a disaster that can causeseveredestructiontoaspecificarea ofthenation orcivilwarbreakdown.

NationalValuesasenshrinedintheconstitutionofKenya

  • patriotism, national unity, sharing and devolution of power, the rule oflaw,democracyandparticipation ofthe people;
  • human dignity, equity, social justice, inclusiveness, equality, humanrights,non-discriminationandprotectionofthemarginalized;
  • goodgovernance,integrity,transparencyandaccountability;and

WaysofupholdingandprotectingtheconstitutionofKenya

Theyinclude:

  • Defendingtherightsofeveryindividual
  • Obeyingtherightsandprivilegesofeveryindividual
  • Holding our leaders to account and uphold adherence to theconstitution

 

Democracy

Democracy is a system of government in which laws, policies, leadership,and major undertakings of a state or other polity are directly or indirectlydecidedby the“people,”

 

 

 

Characteristics ofdemocracy

  1. Legitimacy:Alegitimategovernmentisoneputinplace,acceptedandrecognized by the people, it is a major feature of a democratic systemof government that power vests in the people of the state. Therefore, agovernment in place without the approval of the people is not alegitimategovernmentandassuch cannotclaimtobe ademocracy.
  2. Ruleoflaw:theruleoflawisthesupremacyofthelawofastateover

everycitizenoranyotherpersonresidinginthatstate,thismeansthat nobody is above the law no matter his status in the society. This isimportantinademocracyespeciallyarepresentativedemocracytoact as a form of check and balance in the powers of the electedrepresentatives so that they do not develop any illusions of beingbetterthanthe peoplewhoelectedandthereby empoweredthem.

  1. Public opinion: public opinion has to do with the aggregate of theindividualpointofviewasregardsaparticularmatterby asignificantpopulation of a community or state as the case may be. Sincedemocracy is a government of the people, the opinion of the saidpeople cannot be overemphasized in determining issues in thegovernmentthatwillbetotheirbenefitor detriment.
  2. Periodicandtransparentelections:Forthepeopletobeanactivepart

of their government especially in a representative democracy,provisions must be made for a periodic, free and fair election whichwill be conducted after sufficient political education to the people soas to aid them in making informed choices in electing theirrepresentativesatthe pollonthe electionday.

  1. Separationofpowers:Inadirectdemocracy,thedecisionresidesinevery member of the community and in the representative democracywherethepeopleelectleaderstohandletheaffairsofthestate,there

 

is separation of powers into different arms of government so as toallow for necessary checks and balances in the powers andadministration ofthe separate armsofgovernment.

  1. Fundamentalhumanright:Inademocracy,thefundamentalhumanrights of the citizens like right to life, right to fair hearing, right todignity of the human person, right to personal liberty and others mustbe upheld according to the constitution of such country based on themajorconstituentofdemocracy whichisthe people.
Typesofdemocraciespracticesinafrica
  1. Directdemocracy:directdemocracyisaformofdemocracywhichinvolves individual participation of every eligible citizen in theprocesses of government. This form of democracy works easily in asmall community where all members of the community can cometogether to sit upon matters arising in their political arena, theopinion of every single member is put into consideration before aconclusioncanbereached.
  2. Representative or indirect democracy:this is a form of democracywhere the the affairs of the state is carried on by representativeselected by the general public through application of the universaladult suffrage i.e the sovereignty resides in the representatives andnotwith the people.
  3. Presidentialdemocracy:thisisaformofrepresentativedemocracywhereby the people elect a leader, the President in a free and fairelection to be at the helm of affairs. The President is the head ofgovernment and the head of state who leads in executive capacityindependentofthe legislativearmofgovernment.

Importanceofdemocracyinsociety

  • Protecting the interests of citizens. People get the chance to vote on thekey issues affecting their country or can elect representatives to makethesedecisions.
  • Oneprincipleofdemocracyisthatallpeopleare

equalintheeyesofthe law,andeverypersongetsavote.

 

  • Indemocracies,electedofficialsareresponsible for carrying out the will of those who elected them. If theymisusetheirposition, theywon’tbere-elected.

Roleofcitizensinademocraticrepresentation

First,acitizeninademocracyshouldhavethedutytovote.Ifitwereuptome, voting would be a requirement.What is wonderful about a democracyis that we choose who will represent us.There is no point to a democracyinwhichwedo notparticipate.

 

 

Second,acitizeninademocracyshouldhaveanobligationtounderstandthe powers and duties of the government, generally set forth in aconstitution. If we do not know this, the government that does not actproperlyhasnochecksuponitandcan avoidcarryingoutitsduties.

 

 

Third, a citizen in a democracy should have the responsibility of knowinghisorherrights,whicharealsogenerallysetforthinaconstitution.Ifwedonotknowwhatour rightsare,theyaremeaningless.

 

 

Fourth,acitizeninademocracyshouldalwaysknowwho hisorherrepresentativesare.Ifwedonotknowwhoisrepresentingus,wedonotknow whether or not that person is representing us properly, to whom weshould complain if that is the case, or to whom we should state our ownopinionsandpreferences.

 

 

Fifth,acitizeninademocracyshouldassumetheresponsibilityofbeinginformedabouttheissuesthataffectthecountryasawhole,forexample,theeconomy,immigrationpolicy,environmentalpolicy,andforeignpolicy.

 

 

Sixth, a citizen in a democracy is also a citizen of the world and as such,shouldbeinformedaboutthemajorissuesthataffectothercountries.Theseinevitablyhaveanimpacton thecitizen.A droughtinonecountrymight

 

mean providing foreign aid or might mean a rise in prices of a commoditythatthecitizenneeds.

Seventh,acitizenshouldbeconcernedandinformedaboutlocalconditions,those that affect him or her most directly, what a city is doing about urbanblight or homeless people.This is one of the most important aspects ofliving in a democracy when a citizen is informed, since the informationclosest to home is usually the best information, and this provides one’sgreatestopportunityto participateinthe democraticprocess.

 

 

Eighth,acitizenshouldbewillingtopaytaxes,sincewithouttaxestoprovide a democratic government, there would be no democracy. Ademocracymustprovide forallofits citizens.

 

 

Ninth,acitizenmusthaveadutytoobeythelaw.Ademocracycannotexistin a lawless society, and without the willingness of citizens to obey the law,which is really a social contract, no government has the wherewithal topoliceanation oflawbreakers,andanarchy results.

 

 

Tenth,acitizenmustsupportpubliceducationineverywaypossible,through the payment of taxes, through local volunteer efforts, throughaffording this system the respect to which it should be entitled. Publiceducation is the foundation of democracy, meant to educate children to beresponsibleandknowledgeableparticipantsinthedemocraticprocess.

Education is our power to perpetuate the democracy.Characteristicsofvarioustypesofdemocraciesingovernance

Democracy is the best approach to learning what each social or ethnicgroup wants, particularly in a diverse country like Kenya. The fivecharacteristicsofdemocracyare asfollows:

  • ElectedRepresentative:Thepeoplechoosetheirrepresentativestoserve as their leaders. Hence, people are entitled to take part inmakingdecisions.

 

  • IndependentJudiciary:Conflictsaresettledmoredemocraticallybecausethecourtisindependentofthe government.
  • CivilLiberties:Peoplecanaccesscivilfreedomslikefreedomofspeech
  • Organized Opposition Party: A well-organized opposition party iscrucial to democracy because it serves as a check on the executivebranch.
  • Rule of Law: In a democracy, the rule of law is upheld, and everyone issubject to the law. In the eyes of the law, the law is supreme, and allcitizensaretreatedequally.

Waysofapplyingdemocraticvaluesduringinteractionwithothers

  • Makingcontributionstothedaytodayactivitiesofthecountry
  • Taking responsibility for their actions, by making rules and lawstogetherandsupportingthem
  • Participating in decision-making processes of the country, relating itwith the democratic processes such as councils, parliaments,governmentandvoting.
  • Showing understanding of how changes are effected in the countryandthe society asawhole.
  • Evaluating the effectiveness of different ways in which change can bebroughtand implementedatdifferentstagesinlife.
  • Participatingeffectivelyinschoolandcommunity-basedactivities.

HumanRights

human rights as those rights which are inherent in our state of nature andwithoutwhichwe.cannotliveas humanbeings.

 

  • Thefirstgenerationofhumanrightsiscivil andpoliticalrights.
  • Thesecondgenerationofhumanrightsincludeseconomic,socialandculturalrightsandthe
  • thirdgenerationofhumanrightsarecalled
  • The first generation rights i.e., civil and political rights are the initialformofnaturalrights.TheserightsdevelopedduringtheEnglishRevolution of the 17th century and the French and AmericanRevolution of the 18th century. The key theme underlying these rights
  • Thefirstgenerationrightsinclude:
    • therighttolife,
    • therighttoliberty,and
    • therighttopropertyand
    • haveexpandedtoincludenon-discrimination,
    • freedomfromarbitraryarrest,
    • freedomofthought,
    • freedomofreligion,

These rights are often seen as a manifestation of negative rights since theycan be enjoyed only when there is a restriction upon others. The keydocuments to understand the content of the first generation of humanrights are Article 3 to Article 21 of the UN Declaration and the InternationalCovenant of Civil and Political Rights of 1966 which came into force in1976.

  • In the twentieth century, especially post World War II, second-generationrightsTheeconomyofcountries was torn by war and there was massive destruction as aresultoftheworld wars.
  • Therefore,theeffortforeconomic,socialandculturalrightsdevelopedduring the twentieth century. The rights rely on socialist assumptionsand the underlying theme is equality which is in contrast to first-generationrights and the notionof liberty.
  • Thesecond-generationrightsinclude:
    • therighttowork,
    • therighttohealthcare,

 

  • therighttoeducation,

Therefore, these rights are seen as a manifestation of positive rights as theyplace a claim on the state and a duty to oblige for action, for example,welfareprovisions.

 

 

  • The third generation of rights emerged post-1945 and are referred toassolidarityrights.Thisisforthesimplereasonthattheserightsareconcernedwithsocialgroupsandsocietyonthewholeratherthanan
  • They are therefore seen as collective rights. The underlying theme ofthethird-generationUsually,theserightsareshapedbythedifficultiesfacedbythecountriesoftheGlobalSouth.
  • Theserights include:
    • therighttodevelopment,
    • therighttoenvironmentalprotection,
    • therighttoself-determination,

The Stockholm Convention of Human Environment of 1972 and the EarthSummitof1992atRiocan beanalyzed tounderstandtheserights.

Classificationofhumanrights

  1. Civilandpoliticalrights

The rights that protect the life and personal liberty of a person are calledcivil rights. They are necessary to maintain the dignity of a person. Theseinclude rights like the right to life, liberty and security of a person, the rightto privacy, the right to own property, freedom of thought, religion andmovement.

Political rights are such rights that allow a person to participate ingovernmental activities. These include rights like the right to vote and theright to be elected. The nature of such rights is different, but they areinterrelated to each other. Both these rights are covered in theInternationalCovenantonCivilandPoliticalRights.

 

These rights are also called first-generation rights. The following civil andpolitical rights are recognized in the declaration of human rights by theUnitedNations:

  • Righttolife,personalliberty,andsecurity
  • Freedomfromslavery
  • Theprohibitionagainsttortureandinhumantreatment
  • Equalitybeforethelawandequalprotection
  • Remedybeforenationaltribunals
  • Freedomfromarrest,whichisarbitraryinnature
  • Righttoafairtrialandpublichearingbyanimpartialtribunal
  • Freedomfromex-post-factolaws
  • Righttoprivacy
  • Righttonationality
  • Righttoownproperty
  • Righttofreedomofreligionandconscience
  • Freedom ofexpression
  • Freedomtoconductapeacefulassembly
  • Takepartingovernmentactivities
  1. Fundamentalrights

Some human rights are guaranteed to the citizens of the state throughconstitutional provisions and cannot be infringed upon at any cost, even bythestateauthorities.Thesearetermedasfundamentalrights.The

expression ‘fundamental rights’ is stated in declarations and constitutionalprovisions of many states. The Virginia Declaration of 1776 states that menare free and independent and have certain inherent rights. The FrenchDeclaration of Rights of Man and Citizen, 1789 provides that men are bornfree and have equal rights. The Indian Constitution guarantees sixfundamentalrightstothecitizensofthecountry.These are:

  • RighttoEquality
  • Righttofreedom
  • Righttoreligion
  • Culturalandeducationalrights
  • Rightagainstexploitation
  • Righttoconstitutionalremedies
  1. Naturalrights

 

The history of human rights is rooted in ancient times and the philosophicalconcepts of natural law and thus, also termed natural rights. Plato was oneof the first writers to give a standard ethical code of conduct. Aristotleopined that rights change as per the different kinds of circumstances facedby society from time to time. Since human rights are universally applicableto every person in the world it is similar to natural rights. Natural rightshave been derived from natural law which opines that law must reflectmoralreasoningandmustberelatedwithmoralsimbibedinapersonorset by the society. On the other hand, positivism states that human rightsare a result of enactments of statutes and orders by law which comes withvarioussanctions attachedto it.

 

 

  1. Moralrights

Human rights that determine the spiritual and moral conduct of a personare termed moral rights. They are primarily contained in moral rights asthey highlight various moral values that cannot be highlighted by any set ofinstitutional rights. They promote moral values like respect for everyone,brotherhood, secularism, protection of life, peace in society, etc. Humanrights also put moral obligations on the state and people not to violate andinfringe on the rights of other people. If done so, it will be punished as pertheprovisionsoftheset statute.

  1. Legalrights

Therightsthatarerecognized bythelegalsystemofacountryarecalledlegalrights.The twoessential elementsoftheserightsare:

  • Theholderoftheright, and

Rights and duties are correlated to each other. A person cannot have a rightwithout any corresponding duty. A person having a right also has a duty notto violate another person’s rights. Human rights are given to everyindividual irrespective of any considerations, and the state has thecorresponding duty to protect the rights of its citizens. Article 2 of theUniversal Declaration of Human Rights lays down that it is the primary dutyofthestatetopromote,protect,andimplementallhumanrightsthrough

 

various measures and legislative provisions. The government of any stateshouldpassanysuchlawswhichinfringeontherightsofthepeople.

  1. Economicrights,culturalRightsandsocialrights

These rights are also called freedoms and guarantee a person the minimumnecessities of life. These are also included in the International Covenant onEconomic, Social and Cultural Rights. These form a part of positive rights asthe state is required to frame policies and provisions to implement suchrights. These rights are based on the concept of social equality and aresecond-generation rights. These rights include the right to work, socialsecurity, physical and mental health, and education. The various economic,cultural, and social rights recognized by the Universal Declaration ofHumanRightsareasfollows:

  • Righttosocialsecurity
  • Righttoworkandchoiceofemployment
  • Righttorest
  • Righttostandardlivingandhealth
  • Righttoeducation
  • Freedomtoparticipateinculturallife
  • Righttosocialandinternationalorder

Characteristicsofhumanrights

  1. Humanrightsareuniversalinnaturewhichmeansthattheyaregivento every individual irrespective of his/her caste, creed, race, religion,nationalityand placeofbirth.
  2. These are inalienable rights. Many philosophers believe that these arenatural rights given by God and cannot be taken away or changed byanyone.
  3. These are indivisible and interdependent rights. If a government givesone right then it has to protect the other rights of its citizens. Forexample, it is the duty of government to protect the right of fairhearing and provide food, shelter and clean environment to its citizensinordertoprotecttherighttolife of its citizens.
  4. They are not lost if the man is not familiar with his rights or if he doesnotusehisrights.Forexampleifapersonis notawareofhisrightto

 

consult the advocate then it does not mean that his right is finished. Itis then the duty of authorities to provide him with free legal aid or tellhimhis rights.

  1. They protect the dignity and personality of humans. Rights like rightto life, right to liberty, right against arbitrary arrest and punishmentetcprotectthedignityofaperson.

SourcesofHumanRightsInternationaltreaties

These are the most important sources of human rights. There are multipletreaties on human rights which are binding on the states who are party tosuch treaties. For example, the European Convention on Human Rights, theAmerican Convention, the African Charter on Human Rights, and People’sRights.

Internationalcustoms

These rights have acquired the status of customary international law bytheir practice and, thus, are binding on all the states irrespective of theirconsent. Many of these rights are a part of customary international law andthusknownasasourceofhumanrights.

Internationalinstruments

There are several declarations, resolutions, and recommendations relatedto human rights that have been adopted by the United Nations as a sourceof such rights. Some of these are the Universal Declaration of Human Rights(1948), declarations adopted at the Tehran Conference (1968) and theViennaConference (1993).

Judicialdecisions

The International Court of Justice serves as another important source ofhuman rights by setting up precedents and decisions in various disputesandcaselaws relatingtoviolationsof humanrights.

Officialdocuments

Documents and journals like Human Rights Law Journal, Human RightsReview, European Law Review, and other collective official work under theUnitedNationsserve asthe sourceofhumanrights.

 

ConceptofEquityandnon-discriminationinfosteringsolidarity

  • Equality affirms that all human beings are born free and equal. Equalitypresupposesthatallindividualshavethesamerightsanddeservethesamelevelof
  • All people have the right to be treated equally. This means that laws, policies andprograms should not be discriminatory, and also that public authorities should notapply or enforce laws, policies and programs in a discriminatory or arbitrary
  • Non-discriminationItensuresthatno one is denied their rights because of factors such as race, colour, sex,language, religion, political or other opinion, national or social origin,propertyorbirth.
  • In addition to those grounds, discrimination on certain other grounds may also beprohibited. These grounds include age, nationality, marital status, disability, place

WhendoIneedtoconsidertherightsofequalityandnon-discrimination?

Youwillneedtoconsidertherightsofequalityand non-discriminationwhenever you are working on legislation, a policy or a program thatdraws distinctions between people or groups based on any of thefollowinggrounds:

  • race
  • sex
  • disability,or

You will also need to consider the rights of equality and non-discriminationwheneveryouareworkingonlegislation,apolicyoraprogramthatdrawsdistinctionsbetweenpeopleorgroupsbasedon:

  • colour

 

  • language
  • religion
  • politicalorotheropinion
  • nationalorsocialorigin
  • property
  • birth
  • nationality
  • maritalstatus
  • placeofresidencewithinacountry,or

AfricanDiasporas

African Diaspora is the term commonly used to describe the mass dispersion ofpeoples from Africa during the Transatlantic Slave Trades, from the 1500s to the1800s. This Diasporatookmillions of peoplefromWestern andCentralAfrica todifferentregionsthroughouttheAmericasandtheCaribbean.

FactorsthatcontributedtothepresenceofAfricanDiasporasacrosstheworld

  1. EuropeannationshandlinkswithWestAfricahencetheshippingofmanyAfricans
  2. AfricanchiefshaddevelopedatasteforEuropeangoodssuchasglass,clothes,rumand fire —arms which in turn made them sell many Africans as slaves to the
  3. Theestablishmentofminesandplantationsandinnewlandsincreasedthedemand
  4. TheincreaseddemandofrawmaterialsbyEuropeanindustriesresultedinanincreasedindemandforslavesin Americatoworkontheplantations
  5. Ship—buildingtechnologyimprovedwithbuildingoflargershipswithagreater

ThesefactorsamongothershighlycontributedtotheshippingofmanyAfricanstotheDiasporamajorlyasslaves.

 

CountriesinhabitedbyAfricanDiasporasin1960

Thesecountriesincluded:

  • UnitedstatesofAmerica
  • Brazil
  • France

France

TheAfricandiaspora inFranceisoneofthelargestintheworld.Theirmembers arefrom its former coloniesin Africaandfrom its overseasterritories in theCaribbean. Thelargest African community in Africa is the Algerians (730.000). Until it gainedindependencein1962,Algeria wasapart oftheFrenchterritory.Francealsohadstrongties with Morocco and today Moroccans are the second largest group of immigrants inFrance(670.000).AfricanimmigrantscametoFranceinconsequenceofthecolonizationprocessand,fromthe60sonwards,toseekemployment.

 

UnitedStates

A quarter of the African-American population in Boston, Miami and New York wereborn abroad and 8 percent of the total of African Americans in the US were born outsidethe country[xv]. Ever since the Immigration and Nationality act in 1965 and the openingofnewlegalchannels,AfricanimmigrantshavestartedtocometotheUS.

Today, Americans with African descent make up 13.5% of the total US-population.Throughout the last decades, they have been becoming increasingly more present in themiddleclasses.

LatinAmerica

African immigrants came to South America and the Caribbean as a result of thetransatlantic slave trade. In the 1780s, slavery started to be criticized by the ChristianChurch,philosophersandeconomistsand,ascountriesgainedindependence,slaverywasabolished.

Overtime,Africandescendantsinfluencedmostaspectsofeverydaylife.Carnival,whichusedtobeonlycelebratedbyAfro-Latinos,hasnowbecomeapublicholidayinBrazil.

Unlike African Diasporas in the rest of Latin America who combine their African pastwiththe cultureoftheirhostcountry,AfricandescendantsintheCaribbeanwhoaccountformorethan 90%ofthepopulation,areinsearchofanewnationalidentity.Theydo

 

notdefinethemselvesintermsofAfricansbutratherasJamaicanorHaitiannationals,forinstance. They came to terms with their past and no longer need to think of themselves asAfricans.

RoleoftheDiasporasinpoliticaldevelopmentinAfrica

Pan-Africanism

  • Pan-AfricanismunifiestheculturalandpoliticalworldofAfricandiasporasandtheself-determination of people from Africa, or at least of African origin, as well asthe people of African descent resident outside Africa. Initially, there was an anti-slavery and anti-colonial movement amongst black people of Africa and theDiaspora in the late nineteenth century. Since then, the aims of Pan-Africanismhaveevolvedthroughtheensuingdecades[.
  • ThismovementhaditsoriginintheUnitedStatesinthelatenineteenthcentury,thankstotheworkoftheadvocate M.M.Garvey.Hestatedtheidea ofcreatingacommonstateinAfricatowelcomebackalltheAfricanAmericans.Lateron,DuBois claimed the need to gain full rights, both in Africa and in the countries inwhichAfrican communitiesresided,createdbytheforcedmigrationrepresented
  • Pan-Africanismgainedlegitimacy withthe foundingoftheAfrican Association inLondonin1897,andthefirstPan-African conferencewasheld,againinLondon,in1900whenHenrySylvesterWilliams,thepowerbehindtheAfricanAssociation,andhiscolleagueswereinterestedinunitingtheAfricanDiaspora,andgainingpoliticalrightsforthoseofAfricandescent[.
  • Between 1919 and 1945, Du Bois organized several conferences, which increasedand expanded the influence on the development of the African descendants’emancipation movement in the Americas and Europe, as a way of nationalism incolonial Africa.Moreover,betweentheworldwars,Pan-Africanismbecamemorerelated and influenced by communism and trade unionism, especially through thewritings of George Padmore, Isaac Wallace-Johnson, Frantz Fanon, AiméCésaire,PaulRobeson,CLRJames,WEBDuBois,andWalterRodney.
  • Significantly,Pan-AfricanismhadexpandedbeyondthecontinentintoEurope,theCaribbean and America. WEB Du Bois organized a series of Pan-AfricanCongresses in London, Paris, and New Yorkin the first halfof the twentiethcentury. International awareness of Africa was also heightened by the ItalianinvasionofAbyssinia(Ethiopia)in1935.

 

  • Asaresult,manyleadersstrugglingfortheindependencefromEuropeancolonialdominations were formed in this cultural and political context of Pan-Africanism.Amongthese,N.Nkrumah,J.Nyerere,A.Toure,M.Keita.
  • ThePan-Africanidealalsoinspiredtheemergenceofregionalgroupings,someofwhich were short-lived, due to the immediate emergence of nationalistic feelings

RoleofAfricanDiasporasinpromotionofAfricanUnityinSocietytoday

  • g.intermsofeducation
  • Through their contributions they have helped shape economic developments inafrica
  • Theyhaveaffirmedtheworthofblack peopleandthereforerejected theinferiorityascribedbyracistthoughtinthelate19thand20thCs
  • IthelpedtolaunchthestruggleforrightsandequalityforblackpeopleinthediasporaandAfricaaswell

 

GlobalCitizenship

Aglobalcitizenissomeonewhois awareofand understandsthewiderworld –andtheirplace init.Theyare acitizenoftheworld.Theytakeanactiverole intheircommunityandworkwithotherstomakeourplanetmorepeaceful,sustainableandfairer.

Globalcitizenshipinvolves

  • Exploringlocalandglobalconnectionsandourviews,valuesandassumptions
  • Exploringissuesofsocialjusticelocallyandglobally
  • Exploringthecomplexityofglobalissuesandengagingwithmultipleperspectives
  • Applyinglearningtoreal-worldissuesandcontexts
  • Opportunitiestomakeinformed,reflectiveactionandbeheard

Interconnectednessandinterdependenceamongcountries

Interconnectednessrefers totheabilitytounderstandandfunctioninanincreasinglymulticultural,international,yetinterconnectedenvironment.Itfostersthedevelopmentofindividualstobecomesuccessfulprofessionals,civicleaders,andinformedcitizensinadiversenationalandglobalsociety.

 

Interdependenceismeasured bythecostsofseveringtherelationship(orthebenefitsofdevelopingit).Thehigherthecoststoonecountry,thegreateristhe degreeofdependenceofthatcountry.

WhycountriesinterconnectandinterdependoneachotherIndustrialization

Industrialization leads to the advancement of economies which in turn triggers the in-housemanufacturingofseveralproducts.Whenacountryspecializesintheproductionofa certain product, it then needs to import other products from other countries. AnexampleisthatofAsia(Pakistan);itspecializesinthemanufacturingoffootballshoweverleatherandotherpreparatorymaterialsareimportedfromChina.

Producing specialized goods enhances production efficiency and therefore, mostcountriesonlyfocusontheirspecialties,providinganarrowrangeofgoodsandservices.Thiscreateseconomicinterdependenceamongnations;theneedforoutsourcingorimportingotherproductsforthefulfillmentofbasicneeds.

Economyadvancement

As an economy develops, it focuses on establishing more industries and manufacturingmoregoodswithinthecountry’spremises.Thiscan leadtothecreation ofrawmaterialsandotherlaborservicesfromwithinthecountryorfromneighboringeconomies.

RegionalProduction

One main reason forhigheconomicinterdependenceamong economiesisthe region-specificproduction.Differentregionsobservedifferentweather,differentsoil,andotherconditions. Within such circumstances, they specialize in the production of certain goodsandcropsonly, whileothernecessitiesarefulfilledbyimportinggoods.

Forexample,ChinaisonemajorexporterofApples,itproducesmorethan41milliontonsofappleseachyear.Blessedbytheperfectclimateandlandtoharvestapples,Chinais an expert inharvestingApples. Onthe otherhand,AmericaexportsMaize,Soybean,and Milk. Both of these countries exchange theirproducts witheach other and areeconomicallyinterdependent.

LaborSpecialization

AnothermaindrivingforceofEconomicinterdependenceisLaborSpecialization.Whentoomanysimilarproductsareproducedbyonenationoraparty,theproductionbecomesspecializedandeconomicinterdependencetakesplace.That partythenforms

 

trading relationships with other parties for the supply of products and services that theycannotproduce.

Education

Thisistoenhancediffusionofknowledgeamongcountriesastheyshareknowledgeondifferent disciplines. E.g. hiring of specialists like Doctors and nurses across variouscountries.

PositiveeffectsofglobalizationatlocalandNationalLevels

  1. AccesstoNewCultures

Globalizationmakesiteasierthanevertoaccessforeignculture,includingfood,movies,music,andart.Thisfreeflowofpeople,goods,art,and informationisthereasonyoucan have Thai food delivered to your apartment as you listen to your favorite UK-basedartistorstreamaBollywoodmovie.

  1. TheSpreadofTechnologyandInnovation

Manycountriesaroundtheworldremainconstantlyconnected,soknowledgeandtechnologicaladvancestravelquickly.Becauseknowledgealsotransferssofast,thismeansthatscientificadvancesmadeinAsiacanbeatworkintheUnitedStatesinamatterofdays.

  1. LowerCostsforProducts

Globalization allows companies to find lower-cost ways to produce their products. It alsoincreases global competition, which drives prices down and creates a larger variety ofchoices for consumers. Lowered costs help people in both developing and already-developedcountrieslivebetteronlessmoney.

  1. HigherStandardsofLivingAcrosstheGlobe

Developingnationsexperienceanimprovedstandardofliving—thankstoglobalization.

  1. AccesstoNewMarkets

Businesses gain a great deal from globalization, including new customers and diverserevenue streams. Companies interested in these benefits look for flexible and innovativewaystogrowtheirbusinessoverseas

  1. AccesstoNewTalent

Inadditiontonewmarkets,globalizationallowscompaniestofindnew,specializedtalentthat is notavailable in theircurrent market.Forexample, globalization gives

 

companiestheopportunitytoexploretechtalentinboomingmarketssuchasBerlinorStockholm,ratherthanSiliconValley.

NegativeeffectsofGlobalizationatNationalandlocallevels

  • LossofCulturalIdentity

Whileglobalizationhasmadeforeigncountrieseasiertoaccess,ithasalsobeguntomelduniquesocietiestogether.Thesuccessofcertainculturesthroughouttheworldcausedothercountriestoemulatethem.Butwhenculturesbegintolosetheirdistinctivefeatures,weloseourglobaldiversity.

  • Terrorism

Itisasignificantprobleminmostdevelopedcountries.Duetoworldwideintegration,people travel a lot. Some of them move abroad for studying, business, visiting relatives,work and access hospitals services. However, not all of them are totally honest. Lots ofterrorists came to a foreign country with a worker visa having a hidden goal to perform aterroristattack.It’saproblemthathasposedfearamongcitizenswhocan’ttrusttheirneighbors.Unfortunately,terroristsrecruityoungpeople,residentsofthecountryandmakethembelievetheyaredoingtherightthings.That’swhytherearefear,mistrust,andtensioninsociety.

 

 

  • JobInsecurity

Before globalization, skilled people got employment in government sectors andcompanies where they received high salaries. Job opportunities were waiting for thosewhocompletedcollegesandearnedadegree.Peoplewouldresignajobandquicklygetanother.Duetoglobalization,therearemanypeopleseekingemploymentallovertheworld. Employers take advantage of cheap labor. One can get a dismissal because of aslightmistakeastheemployercanfindaskilledworkerwhoisreadytobepaidless.

  • PriceInstability

Priceinstabilityisasignificanteffectofglobalizationonbusiness.Somepeopleestablishindustries overseas where they get cheap raw materials and labor. They can cutproductioncostsandselltheirgoodsatalowprice.Duetocompetition,somehigh-qualityproductsdifferinprices.NomatterhowtheWorldTradeOrganizationhastriedtocontrolpricefluctuation,theireffortsarenotsuccessful.Thesecompaniesreachoutto

 

consumersusingmoderntechnology.Successfulbusinessesareforthosewhocanfindacompetitiveadvantageandespeciallymakehigh-qualityproductsforalowprice.

  • CurrencyFluctuation

International trade buys and sells products using the US dollar. The price of dollarfluctuatesday-to-dayindevelopingcountries,thisresultsinimbalancedeconomyandunnormal prices for goods and services. National currencies are affected the most byIGOs.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

QualitiesofGlobalCitizeninthemodernSociety

  • Globalcitizensactfairlyintheir choices,theirdecisions,andtheirwords.
  • Theydonotthinkofsomegroupsorindividualsassuperiororinferiortoothers.
  • Global citizens accept differences and do not react with hostility to people who are
  • Globalcitizensarewillingto helpandcooperate withothers.
  • Globalcitizenshavetheir ownideasandexpressthem,buttheyare opento

 

  • Globalcitizens look after theenvironment anddon’twastethings.
  • Globalcitizensbelievetheycanmakeapositivedifferenceintheworld

HowtocontributetothewellbeingoftheinternationalcommunitywhilemaintainingasenseofrootednesstoKenya

  • Enhancesocialtrust
  • Supportmemberslivingharmoniouslytogether
  • Fostercivicengagement
  • Empowerallmemberstoparticipateinglobal democracy.

GlobalGovernance

Global governance encompasses activities that transcend national boundaries at theinternational,transnational,andregionallevelsandisbasedonrightsandrulesthatareenforced through acombinationof economic andmoralincentives.

Guidingprinciplesofleadershipandintegrityinpromotionofgoodgovernance

  • selectiononthebasisofpersonal integrity,competenceandsuitability,orelectioninfreeandfairelections;
  • objectivityandimpartialityindecisionmaking,andinensuringthatdecisionsarenotinfluencedbynepotism,favouritism,otherimpropermotivesorcorruptpractices;
  • selflessservice based solely on the publicinterest, demonstratedby—
  • honesty in theexecutionof publicduties; and
  • thedeclarationofanypersonalinterest that mayconflict withpublicduties;
  • accountabilitytothepublicfordecisionsandactions;and

FormationofOrganizationofAfricanUnity

was an intergovernmental organization established on 25 May 1963 in Addis Ababa,Ethiopia,with32signatorygovernments.OneofthemainheadsforOAU’sestablishmentwasKwameNkrumahofGhana.Itwasdisbandedon9July2002byitslastchairman, South African President Thabo Mbeki, and replaced by the African Union(AU).

 

 

 

 

 

 

 

 

 

 

 

 

 

 

AchievementsofOAU

  • OAUfoughtagainstcolonialism,throughitsliberationcommittee,OAUsucceededinmobilizing funds, arms andsupportforthecountriesthat werestillundercolonialrule.ThissawtheliberationofseveralcountrieslikeAngola,SouthAfricaandNamibia.Afteritssuccessfulcompletionofthedecolonizationtask,theliberationcommitteeofOAUwasdissolvedin1994
  • OAU upheld the idea of African unity through the annual conferences where itmanagedtobringthedifferentheadsofstatestogether,theydidnotonlydiscusstheimportantmattersaffectingthe continentbutalsocametoknowandunderstandeachotherbetter,thiscontributedtowardsAfricanunity.
  • OAU settled inter state conflicts between Uganda and Kenya 1987, Somalia andEthiopia in 1970, Morocco and Mauritania over the western Sahara republic 1976,SomaliaandKenya,UgandaandTanzania1978–79,UgandaandCongo,Ugandaand Sudan, OAU always came in to mediate peace and prevent large scale and
  • OAU helped in dismantling Apartheid by 1994; it used diplomatic talks, mobilizedmoral,financialandmilitarysupportinordertoweakentheApartheidregime.ItconvincedthesuperpowerstoimposesanctionsagainstApartheidSouthAfricaandencouraged the formation of frontline states that is Mozambique, Angola, and
  • OAU promoted economic development in Africa that is in 1963 set up the AfricanDevelopmentBankinAbidjaninCote-de-vioreIvoryCoast,itobtainedfundsfrommulti nationalco-operationsand rich Arabstatesfor development. In 1993atAbidjanOAUproposedtheformationofanAfricaneconomic community.

 

  • OAU supported regional economic integrations after realizing that the idea ofcontinentaleconomicintegrationwilltakelongtomature,suchgroupingslikeECOWAS for West Africa, PTA and COMESA for East, central and South Africa,the SADC were formed and through these, unity and social economic advancement
  • OAUmadeeffortstoendcivilwars;in1972itnegotiatedapeacesettlementoverthe Sudanese civil war,thishelped toput thecivil war to anend fora period of tenyears.Evenafterthewarresumedin1983,itstillmadeeffortstoreconciletheSPLA guerillamovementwith Khartoum government. Italsointervened inthecivilwarsinBurundi,Mozambique,NigeriaandAngola.
  • OAUmadeeffortstocaterforrefugees,duringthe1965OAUsummitinAccraAfricanheadsofstatesaddressedthemselvestotheproblemofrefugeesinAfricaintheir topic “The refuge problem in Africa”. They resolved to give asylum to therefugees, minimize civil conflicts that produced these civil wars and also prevent
  • OAU revived African culture throug games and sports, African festivals , AfricanLanguageslikeSwahili,LingalaandHausa,promotionofAfricanliteraturebureauwhich saw the writing of a number of novels and plays like “Things fall Apart byChinuaAchebe”,“LionandtheJewelbyWoleSoyinka”.
  • OAU promoted international understanding, Africa on the international fora nowspoke with one voice, it was also the influence of OAU on international scene thatAfricamanagedtoproduceUNsecretaryGeneralslikeBoutrosBoutrosGhaliand
  • OAUpromotedscientificresearchandthroughthisOAUhelpedtostoppests,EastcoastfeverandalsowentaheadtosensitizepeopleaboutAIDS,alsosetuptheAfrican Medical Research Fund (AMRF) in order to improve research in diseases.
  • OAU called for NAM in relation to international politics, it advised Africancountriestoremainneutralduringtheperiodofcoldwarpoliticsandthishelped
  • OAUcondemnedsecessionionsforexampleittookanuncompromisingpositionsagainst, Biafran secession, Katanga secessions this helped to bring togetherness
  • OAUpromoted democraticgovernanceinAfrica andtookafirm groundtocondemncoupsandpoliticalassassinationsinadditiontheprincipleofonemanonevotewasupheld,AfricarealizeddifferentelectionsforexampleinKenyaMoigave

 

in to Kibaki through elections. All these were achievements that could not beunderestimated.

  • OAUdefendedhumanrightsbysettingupahumanrightscharteron21stOctober1986 signed by 30 out of 52 African states and from then they started fightinghuman rights abuses and encouraged Africans states to set up human rightscommissions with in their countries. This has helped to reduce on human suffering
  • OAU constantly spoke against neo-colonialism and Africans were encouraged tobuildselfsustainingeconomiesandavoidacceptingdecisionsfromtheWest.This

ChallengesfacedbyOAU

  • Inabilitybymemberstatestomeettheir annualsubscriptionandtheproblemof
  • Countriessupportedrebelactivitiesineachother’scountry.
  • Most countriesremainedverypoorandliableto neo-colonialism.
  • OAUwasfacedwithaproblemofprolongedEuropeandominationinAfricawhichdrainedmostofitsresourcesespeciallySouthAfrica,NamibiaandthePortuguesecoloniesofAngola,MozambiqueandGuineaBissau.
  • ThecoloniallegacywasanotherproblemwhereAfricansremainedloyaltotheirformer colonial masters; there were sharp differences between the Anglo-phoneandFranco-phone.
  • AssassinationsofAfrican

 

FailuresofOAU

  • FailuretoairoutpoliticaldifferencesofAfricanstates,duringtheNigeriancivilwar of 1967-70, Tanzania, Zambia, Ivory Coast plus Gabon remained in totalisolation with Nigeria because they supported the Biafran secession. This wasblamed on OAU because it had not made enough sensitization in the need for
  • OAU failed to create a standing army that would solve African problems. It onlyreliedonsolicitingsupportfromAfricancountriesintimesofcrisisandthereforeitfailed to iron out dictators like Jean BodelBokasa of Central Africa, failed to endAmin’s rule in a short period, people like Mugabe of Zimbabwe and Ghadafi ofLibya did not uphold on to the democratic principles of elections and this created
  • OAU failed to end Neo-colonialism throughout its existence,African countriesweredependingontheformercolonialmastersandtomakemattersworsethe1982OAUsummitthatwastotakeplaceinLibyafloppedbecauseoftheinfluenceofUSAanditwasshiftedtoAddisAbaba.ThereforeitisurgedthatOAUfailedto
  • The OAU failed to attain the desired unity of Africa. African countries throughoutitsexistenceweremoreconcernedabouttheirhomeproblemsratherthanthecontinental issues. This created divisions against the future unity envisaged by its
  • OAUfailedtoendinterstateconflictsforexamplebetween1977and1978EthiopiawasatwarwithSomaliaaround1979TanzaniaandUgandawerealsoatwar,thisdisunityhamperedeconomicdevelopment.
  • OAU failed toamendtheOAUcharterwhichemphasized theprinciple of noninterference in the affairs of other states, the dictators always used this clause toprolong their stay in power and abuse human rights a case in point is ApartheidSouth Africa which constantly called OAU members to respect the noninterference clause, other leaders like Ghadafi always told other leaders to mind
  • OAU failed to establish an economic integration of the continent, African statesremained very poor and surprisingly 90% of the total trade in Africa was doneoutside the continent thus regional groupings like COMESA, Preferential TradeArea(PTA),SADCCfailedtorealizetheirobjectives.

 

  • OAU failed to safeguard the sovereignty and respect of the members states forexample in 1968 USA troops bombed Libyan cities of Benghazi and Tripoli, inCongo the Belgian troops occupied without the blessing of the OAU, variousmilitarytakeoverwerepartlyinfluencedbyforeigncountriesandAfricadidnot
  • OAU failed to enforce non-alignment as member states became aligned either tothe east or the West for example where as Kenya adopted capitalism, Tanzania
  • OAU failed to discipline member states which did not pay their membership forexampleChadandRwandaforlongrefusedtopaythisfee.Accordingtothe1995statisticsoutof53countriesonly17fullypaidanditwasestimatedthatabout583
  • OAUwasalsofacedwithpersonalconflicts,misunderstandingsbyHeadsofstatesin Africaforexample NyerereboycottedtheOAUsummitinUgandain1975because of personal conflicts with Amin, Nasser and Nkrumah disagreed on theform ofunity toadopt inAfrica. Allthese wereblamedonOAU forfailureto
  • OAUfailedtopreventassassinationsofAfricanleadersandAfricalostdynamicandpoliticalleaderslikeLumumba,SylvanusOlympioofTogo,AnwalSadatofEgypt,MelicioNdadaye of Burundi, Juvenile Habyarimana of Rwanda, and the people
  • OAU failed to iron out differences between black Africans and the Arab NorthAfricans. This was significant in the 1977 OAU summit in Somalia. The Arabswanted a Somali to be elected as secretary General of OAU as opposed to a blackfromZambia.ThisalmostfragmentedAfricaintotheArabNorthandBlackSouth.
  • OAUfailedto protecthumanrights.MostAfricanstateswereheadedbydictatorslike Amin, Mobutu Seseko, Sun Abacha who even banned political parties,censored thepressbutOAUsimplycondemnedandcouldnotremovesuch
  • Africansremainedverypoor,suffered from curable diseases like Bilharzia, there was poor feeding and mal-nutritionyetOAUdidlittleornothingtoimproveonthis.
  • Failure to stop ethnic nationalism in Africa. OAU completely failed to stop the1967 to1979Nigerian civilwar,failedtouniteSouthernand NorthernSudanand

 

thusthecrisiscontinued.ItfailedtocementrelationsbetweentheHutusandtheTutsisinRwandathusitisarguedthattheCardinalobjectiveofpeaceandstabilitywasnotfullyachieved.

  • OAUfailedtoimproveonthetransportnetworkinAfricawhichhamperedeconomic progress for example the plan to construct the Trans-African high wayfromMombasatoLagosandfromJohannesburgtoTripolinevermaterializedand
  • OAUfailedtoeradicatethewhitesettlersinKenyanhighlands,Ethiopianhighlands,SouthAfricaandZimbabwe.
FormationofAfricanUnion(AU)

TheAfricanUnion(AU)wasofficiallylaunchedinJuly2002inDurban,SouthAfrica,followingadecision inSeptember1999 byitspredecessor,theOAU tocreateanewcontinental organisation to build on its work. The decision to re-launch Africa’s pan-AfricanorganisationwastheoutcomeofaconsensusbyAfricanleadersthatinordertorealise Africa’spotential, there was aneed torefocusattention from the fight fordecolonisation and ridding the continent of apartheid, which had been the focus of theOAU, towards increased cooperation and integration of African states to drive Africa’sgrowthandeconomicdevelopment.

AimsofA.U

  • AchievegreaterunityandsolidaritybetweenAfricancountriesandtheirthepeople
  • Defendthesovereignty,territorialintegrityandindependenceofitsMemberStates;
  • Acceleratethepoliticalandsocio-economicintegrationofthecontinent;
  • Promote and defend African common positions on issues of interest to thecontinentanditspeoples;
  • Encourageinternationalcooperation
  • Promotepeace,security,andstabilityonthecontinent;
  • Promotedemocraticprinciplesandinstitutions,popularparticipationandgoodgovernance;
  • Promote and protect human and peoples’ rights in accordance with the AfricanCharter on Human and Peoples’ Rights and other relevant human rightsinstruments;

 

  • Establishthenecessaryconditionswhichenablethecontinenttoplayitsrightfulroleintheglobaleconomyandininternationalnegotiations;
  • Promotesustainabledevelopmentattheeconomic,socialandculturallevelsaswellastheintegrationofAfricaneconomies;
  • PromotecooperationinallfieldsofhumanactivitytoraisethelivingstandardsofAfricanpeoples;
  • Coordinate and harmonise the policies between the existing and future RegionalEconomic Communities for the gradualattainmentofthe objectives ofthe Union;
  • Advance the development of the continent by promoting research in all fields, inparticularinscienceandtechnology
  • Workwithrelevantinternationalpartnersintheeradicationofpreventable
  • Ensuretheeffectiveparticipationofwomenindecision-making,particularlyinthepolitical,economicandsocio-culturalareas;
  • Developandpromotecommonpoliciesontrade,defenceandforeignrelationstoensure thedefenceoftheContinentand thestrengtheningofitsnegotiatingpositions;
  • InviteandencouragethefullparticipationoftheAfricanDiasporaasanimportantpartofourContinent,inthebuildingoftheAfricanUnion.

AchievementsofA.U

AfricanUnionhascontributedthefollowingamongitsmembersstates:

  • ConflictResolution,Peace&Security
  • Infrastructure &EnergyDevelopment
  • Agricultural Development
  • Trade&IndustrialDevelopment
  • VisaFreeAfrica
  • Democracy,Law&HumanRights
  • PromotingHealth&Nutrition
  • Migration,Labour&Employment
  • PromotingSports&Culture
  • Education,Science&Technology
  • YouthDevelopment

 

  • EconomicIntegration&PrivateSectorDevelopment
  • Diaspora&CivilSocietyEngagement
  • GenderEquality&DevelopmentU

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

OrganizationalStructureofAFRICANUNION

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

FactorswhichcanpromotecontinentalInterconnectednessandinterdependence

  • IntroductionofonecurrencyforAfricancountries
  • ExpansionofroadsthatlinkAfricancountries
  • IntroductionoffreetradeacrosstheAfricancontinent
  • EnhancingofculturalexchangesamongAfricanCommunities
  • Specializationinproductionofgoodsandservices
  • UseofITinenhancing